Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Young learners need a quality program for developing reading skills which is both sequential and holistic--sequential because there is an appropriate order to some skills, holistic because skills need to be incorporated in context. Word recognition techniques are thus integrated with ideas gleaned from reading. The learner should use acquired…

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)

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…

This book describes a whole language program that has as its ultimate goal the creation of students who read competently, critically, and joyfully, far beyond the classroom door. The book urges teachers to move beyond the skills-based approach and to embrace a philosophy that begins with the heart--rather than the head--of the learner. The book…

Intended for reading teachers, this resource book provides a variety of practical suggestions and materials for motivating students to read. Chapter one deals with removing roadblocks to reading, including such things as low expectations, a poor self-concept, lack of self-control, lack of flexibility, and lack of time and of interest. Chapter two…