Informed by sociocultural and systems theory tenets, this study used ethnographic research methods to examine the feasibility of using speech recognition (SR) technology to support struggling readers in an early elementary classroom setting. Observations of eight first graders were conducted as they participated in a structured SR-supported…

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…

This paper describes and illustrates an approach to reading which combines the language experience approach (LEA) and imaginative play. The LEA and the components of the lesson are briefly reviewed. Imaginative play and its descriptive components are identified and explained. The procedure for combining the two elements is roughly as follows: The…

Based on the premise that comprehension must be the true and final goal of all instruction in reading, this book is designed to provoke teachers' reflections about their own ideas, reading, language, and experiences as teachers of reading comprehension and to help them base their teaching decisions on a knowledge of theory and research about how…