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Direct linkJenkins, Jill – ProQuest LLC, 2009
This study investigated how the context of a Primary 3 (P3) teacher of Luganda in Uganda influenced the teacher's literacy instructional decision-making, beliefs, pedagogy, and practices before and after she was provided with supplies and literacy instructional procedures that helped produce reading materials for her students. The contextual…
Descriptors: Reading Materials, Rote Learning, Grade 3, Literacy Education
Padak, Nancy D.; Bardine, Bryan A. – Journal of Adolescent and Adult Literacy, 2004
Too often adult literacy programs seem based on the assumption that, if learners work hard on skills for six months, they will have "acquired" literacy, as though it is a set of skills adults can "get" from a tutor (Kazemek, 1985). One study of 20 adult literacy classes in eight U.S. states found basic (not higher level) skills the predominant…
Descriptors: Adult Education, Adult Literacy, Literacy Education, Student Attitudes
Lewinger, Miriam – Elementary English, 1973
Describes how The 14th Dragon,'' a children's book, can be used to stimulate the student's imagination in an experience approach to language and reading. (MM)
Descriptors: Books, Childrens Literature, Elementary Education, Imagination
Peer reviewedSlate, Belva N. – Florida Reading Quarterly, 1971
Descriptors: Books, Childrens Literature, Individualized Reading, Language Experience Approach
Whipple, Gertrude – 1968
The following five characteristics of successful reading projects for the disadvantaged are discussed as a basis for appraising ESEA/Title I programs: (1) a child need-centered emphasis, (2) provision for teacher education, (3) use of multidisciplinary and paraprofessional personnel, (4) parent involvement, and (5) evaluation procedures. Current…
Descriptors: Books, Childrens Literature, Disadvantaged Youth, Folk Culture
Download full textBerg, Paul C.; George, John E. – 1968
The following five characteristics of successful reading projects for the disadvantaged are discussed as a basis for appraising ESEA/Title I programs: (1) a child need-centered emphasis, (2) provision for teacher education, (3) use of multidisciplinary and paraprofessional personnel, (4) parent involvement, and (5) evaluation procedures. Current…
Descriptors: Books, Childrens Literature, Disadvantaged Youth, Folk Culture
Busching, Beverly A., Ed.; Schwartz, Judith I., Ed. – 1983
Intended for elementary school teachers and supervisors, this collection of articles focuses on creating meaningful learning through an integrated language arts approach. Divided into three sections, the articles discuss the theoretical and practical frameworks that support program integration; examine real programs, tested procedures, and actual…
Descriptors: Books, Child Language, Content Area Reading, Curriculum Development
