Pre-service teachers around the world need to develop their content knowledge of scientific evidence to meet the requirements of recent school curriculum developments which prepare pupils to be scientifically literate. This research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in…

This slide presentation outlines one state's (Utah) version of implementation of a model for literacy learning under the Reading Excellence Act (REA). According to the presentation, the model is called "The Utah Reads K-3 Literacy Model." The presentation is divided into the following sections: Utah's Vision: What We've Learned So Far;…

Describes the development of a reading and writing curriculum and adoption of the Writing to Read program in the early childhood education program of the Tulsa (Oklahoma) Public Schools. Focuses on factors leading to change in the program's curricular policies and on the characteristics and results of the new program. (PGD)

Current research in early childhood suggests the need for increased small group instruction, variety and quality of materials, and support for teacher innovation. The use of a literature-based curriculum in the kindergarten offers both a means of bringing about these changes and an alternative to the very structured atmosphere now prevalent in…

Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K-3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing…

With a simplified alphabet and interactive computer programing, John Henry Martin has developed a system by which children can learn to read and write far better than usual. In this interview, he explains his approach. (Author/MLF)

The school principal's role in assisting teachers to excel at various types of reading instruction is discussed. This paper addresses several types of reading instruction and principal involvement: (1) guiding primary grade instructors to value their students' personalized reading experiences through familiarity and with demonstration of new…

This report provides data collected in a study of the primary school reading curriculum of the Austin (Texas) Independent School District. The two sections of the report contain a summary of data gathered from interviews conducted with 80 teachers from the 58 elementary schools in the district to determine their attitudes toward the reading…

The Kamehameha Early Education Program (KEEP) is a research and development program designed to develop, demonstrate, and disseminate methods for improving the education of Hawaiian and part-Hawaiian children; this report contains a description of the reading curriculum used in the KEEP demonstration school during the 1975-76 school year. The…

Describes how a first-grade bilingual program in Tucson, Arizona became class pen pals throughout the year with inner-city second graders from Toledo, Ohio. Notes that this would prove beneficial for lessons in reading and writing and would promote their knowledge about their city and state. Discusses how it expanded into cross-curricular lessons…

The first in a series of program documents from the Mississippi State Department of Education, this document describes, in an overview, the purpose of the reading improvement program: to provide primary grade teachers with support--assistant teachers--that strengthens instructional processes, especially in reading, on a daily basis. The document…

Her Majesty's Inspectors (HMI) inspected the teaching of literacy and mathematics in the reception year in a sample of 129 schools between autumn 2000 and summer 2001. Most of the schools were designated as primary, teaching children from the age of four or five to eleven. A few schools had nursery classes or units attached to them. In half the…

Criticizes the 'Look and Say' method of teaching reading, asserting that it assumes that most children will learn to read by themselves, that it leaves out those children who need to be taught to read, that it can actually teach a child not to concentrate, that it teaches memory, and that it helps the child to accept his disability. (Author/JM)

Finds that many nonfiction books chosen were at inappropriate reading levels for the primary-level students. Suggests what hindered some teachers was lack of knowledge of what is available and lack of access to quality nonfiction. Provides a portrait for classroom in which a wide variety of nonfiction is available and a variety of reading levels…

Based on the premise that schools apparently fail to match reading instruction to children's needs, this study was conducted to learn about the process of changing teacher behavior in such a way that a match exists between what is taught and who is being taught. Year-long observation of one kindergarten program that was supplemented with attempts…