Suggestions are given for analyzing the language used in reading texts for hearing impaired students, and for using the reading text analysis in experience charts, language activities, and speech materials. (CL)

Spelling should be recognized as a developmental process that is child-initiated and discovery-based. Through use of an integrated whole language approach, children can be provided with opportunities to acquire spelling as a natural language process by beginning at their own developmental level and refining their internal knowledge of word…

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

A model is offered for building the vocabulary skills of students with deafness or hearing impairments. The model is based on Piaget's theoretical concepts of assimilation and accommodation. The model presents six sequenced steps for learning new vocabulary and suggests using the Language Experience approach, environmental print, predictable…

The Language Experience Approach (LEA) to teaching reading in English as a second language is described. LEA uses the student's own experiences, vocabulary, and language patterns to create texts for reading instruction. Three stages are defined for assessing learners' levels of language use. The LEA instructional procedures are designed to be…

The use of invented spelling in educational programs for students with deafness is described. Students use a variety of spelling strategies, such as visual, kinesthetic, sounding out, handshape in sign language, and functional spellings. Methods of encouraging risk taking in spelling are discussed, and the changing use of spelling tests is noted.…

Two interventions, both using repeated readings combined with a simple error correction technique and precision teaching, were used with two at-risk elementary students to improve their oral reading skills. Both interventions (language experience approach stories and passages from a basal reading program) worked equally well. (JDD)

The first article describes the whole language approach as an outgrowth of individualized reading and the language experience approach, which encourages students to read books about their own interests, regardless of their reading levels. The second suggests ways in which media specialists can contribute to the planning and implementation of whole…

Deaf children need reading programs which emphasize comprehension of meaning rather than syntax and grammar. Successful reading programs can emerge when reading is viewed as a highly social experience, reading materials are meaningful and highly contextualized, and semantic processing in American Sign Language is used to assist reading in English.…

Certain settings and activities can be initiated in the classroom to encourage reluctant writers to write. The classroom environment should be structured so that writing efforts produce positive reinforcement. Sharing ideas with peers or the teacher prior to writing will enable students to feel that their ideas are worthwhile. Children can be…

Guidelines for teaching reading in bilingual elementary school programs stress the need for language experiences that allow students to think in the second language. Evaluation measures other than standardized tests for assessing progress are suggested. (PMJ)

This article discusses ways to teach low vision students to read braille, including both parallel instruction (the student learns to read print and braille simultaneously) and nonparallel instruction (the print-reading student learns braille). The following approaches are briefly described: basal reader, language experience, whole language,…

Beginning braille readers may benefit from an integrated-literacy curriculum which reflects the interrelationships of oral language, reading, and writing, and stresses the pleasurable and purposeful aspects of literacy. Integrating braille materials into daily curriculum activities can assist students to make the read/write connection and to begin…

This article describes techniques used to teach English to a 16-year-old Hispanic who is deaf. The educational plan involved vocabulary development, noting similarities and differences between Spanish and English, use of a language experience approach with principles of Sheltered English, and respect for the student's native language and culture.…

Intended for parents and educators, this monograph briefly describes the relationship between the language processes of reading and writing and suggests some ways language development can be encouraged in young children. The monograph begins by recognizing that writing is a process consisting of prewriting, writing, and rewriting, and urges…