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Showing 1 to 15 of 42 results Save | Export
Lundstrom, Meg – Instructor, 2000
Presents the story of one award-winning elementary school which shows that effective reading instruction demands a fine sense of balance. The school uses both phonics and whole language in order to teach to all children's needs. It also incorporates a balance of other techniques. After 3 years, the school's standards-based reading program is…
Descriptors: Academic Standards, Elementary Education, Excellence in Education, Literacy Education
McLaughlin, Meghan; Trounstine, Jean; Waxler, Robert P. – 1997
This guide is an introduction to the theory and practice of using literature to teach life skills to persons who are or have been incarcerated. It is organized in three sections, each written by a practitioner who has used literature in a particular environment with a particular audience. The three sections are "Why Literature? The Power of…
Descriptors: Adult Basic Education, Adult Literacy, Correctional Education, Lesson Plans
Peer reviewed Peer reviewed
Schleper, David R. – Perspectives in Education and Deafness, 1994
A teacher at the Hawaii School for the Deaf and Blind recounts his experience implementing a whole-language approach with an elementary class of students with hearing impairments. The effort, focusing on insects, utilized dialog journals, word banks, shared reading, guided reading and writing, independent reading, and theme activities. A…
Descriptors: Deafness, Educational Methods, Elementary Education, Entomology
Peer reviewed Peer reviewed
Hafer, Jan; And Others – Perspectives in Education and Deafness, 1991
A book-centered, whole-language approach to literacy education is proposed for young children with hearing impairments. Through the context and vocabulary of a selected book, children work on gross and fine motor skills, language, speech, audition, writing, cognitive skills, and social skills. Two sample lesson plans are described. (JDD)
Descriptors: Childrens Literature, Hearing Impairments, Integrated Activities, Lesson Plans
Peer reviewed Peer reviewed
Dolman, David – American Annals of the Deaf, 1992
This article examines the relevance of whole-language instruction with deaf children and concludes that, although this approach has many values, deaf children often need a more direct approach to acquire English literacy. Educators of the deaf are urged to be wary of adopting general education methods without careful evaluation with deaf students.…
Descriptors: Deafness, Educational Methods, Elementary Secondary Education, Instructional Effectiveness
Peer reviewed Peer reviewed
Lamb, G. – Journal of Visual Impairment & Blindness, 1996
This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading to blind children. It suggests activities that are effective for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with…
Descriptors: Beginning Reading, Blindness, Braille, Elementary Education
Baker, Karen – 1996
The whole language approach was used with a "well" or successful adult basic and literacy education (ABLE) group. Literature was chosen as a curriculum for which group work could be devised that was geared to all levels of students. The book used was "Choices" by George Ella Lyon, a book of short stories written by characters who live in a small…
Descriptors: Adult Basic Education, Adult Literacy, Curriculum Development, Group Instruction
Peer reviewed Peer reviewed
Bear, Donald R.; Cheney, Christine O. – Intervention in School and Clinic, 1991
A developmental model combining both skills and whole language instruction in four phases is offered for literacy development in children with mild handicaps. The four phases, common to literacy development in all children, move from pretend reading, writing, and spelling, to the transitional stage of fluency at approximately a third grade level.…
Descriptors: Beginning Reading, Developmental Stages, Elementary Education, Integrated Activities
Don, Roslyn; Carty, Joanna – 1993
This document provides an overview of a family literacy demonstration project conducted to offer family literacy classes in three public schools in Philadelphia. The project was designed to help adults meet their own needs and to enable them to support their children's learning. The whole-language, learner-centered approach was used. Background…
Descriptors: Adult Basic Education, Demonstration Programs, Family Involvement, Family Literacy
Peer reviewed Peer reviewed
McKenna, Michael C.; And Others – Educational Researcher, 1990
Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…
Descriptors: Conventional Instruction, Educational Philosophy, Educational Theories, Elementary Education
Peer reviewed Peer reviewed
Hoffman, Paul R. – Language, Speech, and Hearing Services in Schools, 1990
The paper discusses properties of whole language theories applied to spelling development and examines interrelated processes between spelling and speech sound production. Speech-language pathologists are encouraged to serve as resources to teachers in spelling instruction and to utilize whole language strategies that relate speech production to…
Descriptors: Consultants, Elementary Secondary Education, Language Handicaps, Literacy Education
Literacy Across Cultures, 1997
This document consists of the two issues published during 1997 of the newsletter of the Japan Association for Language Teaching's national special interest group (N-SIG) on foreign language literacy. The major articles in these two issues are: "How To Develop Reading-To-Do Skills in Engineering Education" (Esko Johnson); "Key…
Descriptors: Classroom Techniques, Computer Literacy, Context Clues, Educational Strategies
Keefe, Charlotte Hendrick – 1996
This book explains the whole language philosophy of learning to read and how it can be applied in special education classrooms to assist students with learning disabilities. Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning…
Descriptors: Classroom Environment, Elementary Secondary Education, Inclusive Schools, Language Acquisition
Clewell, Suzanne F., Ed.; Wagoner, Shirley A., Ed. – 1990
Intended for reading professionals, this yearbook contains 13 articles dealing with reading and allied fields divided into 2 sections: "Issues" and "Practices." The following articles focus on issues: "Wish Fulfillment and Other Dangers in Reading" (Joan Develin Coley); "Emergent Reading Research: Synthesis and…
Descriptors: Elementary Education, Emergent Literacy, Instructional Effectiveness, Language Experience Approach
Harns, Charles M. – 1992
This module presents a 3-hour workshop in whole language theory and practice to be used for inservice training of a small group of tutors or teachers of adult reading students. Suggested group size is 6-15 people. Part I explores the background and concepts of whole language from the point of view of the psycholinguistic model of the reading…
Descriptors: Adult Basic Education, Adult Educators, Adult Literacy, Adult Reading Programs
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