This article describes a year-long reading intervention with a first-grade English-learner who began the year as a non-reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re-reading, word study, and teacher-guided reading with carefully matched texts, within the context of English language and…

A history of poverty and low academic achievement in four urban schools pointed to the need to implement an early intervention focused on oral language and emergent literacy. The Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old) kindergarten students most at-risk. The intervention consisted of an extra…

Describes the sociocultural context of Greek education, especially foreign language learning, as well as teaching practices and approaches. Describes a foreign language program (Teaching English) in a Greek preschool, and notes positive reactions to the program. (SR)

Lists and describes 14 reading programs offered through the National Diffusion Network (NDN) and approved by a special review panel of the Department of Health, Education, and Welfare (DHEW).

Describes and evaluates an English-Hebrew program designed to develop biliteracy in kindergarten children. (FL)

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

Describes a model that can be used to integrate computers into the language arts curriculum. (FL)

Provides a picture of remedial reading instruction based on three views: (1) an observational study of Chapter l programs; (2) an observational study of 79 Chapter l teachers in a large city; and (3) an analysis of the case reports of a college reading clinic. Calls for reform based on theory and research. (NH)

Noting that recommendations for integrating elementary reading and writing often fail to provide adequate specific suggestions, proposes seven instructional principles based upon research on the reading-writing relationship and suggests specific techniques for each principle. (NH)