This document presents a step-by-step description of an activity that demonstrates how learners at all levels and all ages can use percussion and percussion instruments to support their learning of English pronunciation.

As alternatives to hierarchical outlining, pictorial, topical, and critical outlining kinesthetically reinforce reading comprehension and can be useful in helping older students who are learning disabled or poor readers. Examples of each approach are given. (CL)

A teacher describes ways in which learning disabled students can learn through tactile-kinesthetic approaches devised by the teacher. Examples are given of multiplication instruction by counting on fingers, and grammar and long division instruction through movement. (CL)

Maps out the frontier of "kinesthetic English" by describing five movement activities inspired by dance and drama. Discusses the perils and pitfalls of these activities. (RS)

A teaching guide containing 102 elementary to intermediate level Spanish lessons is presented. The lessons are based on the Total Physical Response technique of second language teaching. They follow the stages of first language acquisition: listening, speaking, and reading. Each of the ten units contains a list of new vocabulary words, individual…

A teaching guide containing 102 elementary to intermediate level German lessons is presented. The lessons are based on the Total Physical Response technique of second language teaching. They follow the stages of first language acquisition: listening, speaking, and reading. Each of the ten units contains a list of new vocabulary words, instructions…

A teaching guide containing 102 elementary to intermediate level French lessons is presented. The lessons are based on the Total Physical Response technique of second language instruction. They follow the stages of first language acquisition: listening, speaking, and reading. Each of the ten units contains a list of vocabulary words, individual…

Describes tracing and kinesthetic techniques (often used with severely disabled readers) which may help extremely poor spellers in first-year writing classes. (SR)

Describes Lincer's eight-part, innovative program for string instrument instruction used at the Julliard School of Music. The program includes breathing and relaxation studies, body-movement and muscle-action studies, feeling and self-awareness studies, and concentration and visualization studies. (AM)

Suggests that accommodating students' learning styles will bring English classrooms alive. Discusses various learning styles. Describes five strategies for kinesthetic learners. (RS)

Describes several activities for the kinesthetic learner that were developed for a high-school World Literature curriculum. (RS)

Discusses the benefits of using mental-memorization techniques in conjunction with kinesthetic memory. Expounds that memorization helps students feel both more secure and musical. Describes several kinds of memory: physical kinesthetic, mental kinesthetic, visual memory, aural memory, and structural memory. Gives tips for strengthening memory and…

Examines the perceptual learning style preferences of sixth- and seventh-grade students in the Philippines. Finds that the visual modality was the most preferred and the auditory modality was the least preferred. Offers suggestions for accommodating visual, tactile, and kinesthetic preferences. (RS)

Explains the game of "Words of Fortune" in which students act out vocabulary words. Notes that this activity provides students the opportunity to make strong visual, aural, and kinesthetic connections with vocabulary lists. Concludes that "Words of Fortune" helps students write better sentences for vocabulary assessment. (PM)

Spelling activities that draw upon all of a student's senses--visual, auditory, and kinesthetic--are described. Instructions for setting up a kinesthetically based holiday center that will develop a taste for spelling and a feel for words are also given. (PP)