This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the…

The Easy Steps to Reading Independence (ESTRI) Program is a reading program to be used to support whole language or basal reader programs by enabling limited ability or non-readers to begin reading, or to remediate reading disabilities, at age and grade appropriate levels immediately, without requiring the students to know sight words before…

Intended for special education and reading teachers, this practical resource provides a ready-to-use reading intervention program combining whole language experiences and phonics skills activities that enables students to read for meaning and recognize and recall words on their own. The book includes 34 structured, sequential reading units that…

This monograph reviews several approaches for describing learning styles and the instructional implications of an emphasis on learning styles for teachers. Several reasons for the importance of understanding individual learning styles are provided; such understanding leads to: (1) reduction of teacher and student frustration; (2) higher student…

A year-long interpretive case study was conducted to examine a second grade teacher's beliefs and practices concerning classroom management during whole language instruction. The study was designed to determine whether the teacher's beliefs concerning classroom management matched those discussed in the early childhood literature and also whether…

Project ALERT (Adult Literacy Enhanced & Redefined through Training) was a 3-year effort to develop and deploy a number of innovative approaches to delivering workplace literacy programs to business partners, including manufacturers and unions. The project designed, developed, and implemented workplace literacy programs tailored to the…

Based on a teacher's 14 years of experience in teaching writing, this manual was developed to help General Educational Development (GED) teachers to guide adults to improve their writing ability in preparation for the GED test. The manual is organized in four sections. The first section is a discussion of frequent concerns and problems that…

A review of selected research studies and practices on the teaching of literacy to limited English proficient (LEP) students suggests that there is considerable variation in the way literacy is defined. Several methods currently being used to develop LEP students' literacy skills are reviewed. Many LEP students continue to be taught reading skills…

This book is the second in a series of thematic units designed especially for children who are deaf and hard of hearing in kindergarten through the elementary grades. The unit focuses on sea creatures and is divided into seven sections. Five sections contain lessons on particular sea animals including whales, turtles, starfish, octopuses, and…

The purpose of this study is to identify the issues, concerns, and challenges that will arise if whole language is applied to teaching English as a Foreign Language (EFL) in high school in Taiwan. Research questions include the following: (1) What are the issues, concerns, and challenges if whole language is applied to teaching English in…

Argues that music activities in early childhood education foster a variety of developmental skills. Analyzes Howard Gardner's theory of multiple intelligences, contending that music intelligence is a separate intelligence. Provides ways to identify and promote musical intelligence. Suggests methods for encouraging musical development. Using songs…

Examines the degree to which whole language practices have become a part of reading instruction offered by first grade teachers in six school districts. Finds that teachers spent less than 10 percent of the reading instructional time engaged in practices which could be considered in agreement with whole language theory. (MG)

Examines how changes in the view of the universe led to whole-language learning, a collaborative process which considers the social contexts of language. Suggests that whole language is not a teaching method but a belief and discusses how to transform teaching into a learning experience. (SM)

Examines the current rift in perspective between whole language arts and traditional language arts instruction by analyzing the basis of each view in research and theory. Suggests research developments that might alleviate the present impasse. Describes the need for new hypotheses, a variety of designs, improved instrumentation, and collaborative…

Having students work together to write a historical novel is one way to integrate language arts and social studies. A step-by-step approach to completing such a writing project includes reading to get ready, brainstorming, developing a plot, adding descriptive detail, writing and revising, and final editing and typing. (SM)