Descriptor
| English (Second Language) | 2 |
| Learning Disabilities | 2 |
| Whole Language Approach | 2 |
| Decoding (Reading) | 1 |
| Dyslexia | 1 |
| Elementary Education | 1 |
| Language Processing | 1 |
| Middle Schools | 1 |
| Parent Participation | 1 |
| Phonics | 1 |
| Phonology | 1 |
| More ▼ | |
Source
| English Teachers' Journal… | 1 |
Publication Type
| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
| Practitioners | 2 |
| Teachers | 2 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Share, David L. – English Teachers' Journal (Israel), 1997
Because of the universal, phonological nature of writing systems, functional proficiency in decoding is essential if a child is to become literate. This is the heart of the problem for many dyslexics and many other disabled readers. The whole-language approach that eschews decoding is inappropriate in light of this fact. (MSE)
Descriptors: Decoding (Reading), Dyslexia, English (Second Language), Language Processing
Rosencrans, Gladys – 1998
A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to…
Descriptors: Elementary Education, English (Second Language), Learning Disabilities, Middle Schools
