In this article, I describe the challenges students faced in interpreting literary--or fictional--texts in the National Monitoring Study of Student Achievement in the English learning area. I explain why it is important for students to learn how to interpret literary texts at school and consider why they might struggle with this important skill. I…

This research discusses the close relationship between visual literacy, the ability to read, understand, and create visual texts -- and elementary school books, particularly children's picture books. It aims to explore the visual literacy parameters in English elementary textbooks published by the Indonesian Ministry of Education and Culture. In…

The purpose of the current research is to determine the effect of changing the English Language Art curriculum on the reading growth of fourth-grade students who attended a public school district located in a suburban community in the Northeastern part of the United States. This ex-post facto study is designed to evaluate the effectiveness of the…

This study describes how student unit assessment data helped support ongoing curriculum revisions in the Baltimore City School District. This project is situated in the STEM Achievement in Baltimore Elementary Schools (SABES) project, which is a National Science Foundation funded multi-year Math Science Partnership between the Johns Hopkins…

This dissertation is a phenomenological case study of two 12th grade English/language arts (ELA) classrooms where teachers used graphic novels with their advanced students. The primary purpose of this case study was to gain insight into the phenomenon of using graphic novels with these students--a research area that is currently limited.…

Implementing multimedia in the high school language arts curriculum has become necessary so that teachers may build connections between the background knowledge of students and the printed texts that are thrust upon them. This idea comes from an area of research in cognitive science known commonly as schema theory, which contends that every…

Research results show that there are no clear grounds for assuming that students today cannot read as well as they did 25 years ago. (DS)

AN ANALYSIS OF A FIELD TEST OF SCIENCE LEARNING MATERIALS FOR ABLE ELEMENTARY STUDENTS IS REPORTED. THE LEARNING MATERIALS FIELD TESTED AND EVALUATED WERE UNGRADED INDEPENDENT STUDY KITS. THEY WERE DESIGNED FOR MAXIMUM SUITABILITY REGARDLESS OF TEACHER OR SCHOOL CIRCUMSTANCES. THE LEARNING MATERIALS INVOLVED CONCEPT FORMATION IN THE TOPICS OF…

This publication includes the proceedings of the June 5-8, 1974 curriculum development workshop of the Cooperative Academic Planning (CAP) program. Emphasis is placed on curriculum change and improvement. Topics discussed include indicators for academic planning; competency-based education; research centers as a mechanism for strengthening…

There have been broad, and effective efforts in recent years to strengthen the humanities; however, there are still many problems, questions, and disagreements--especially in the areas of standards and competencies--to be resolved. Current legislative and board attention to standards provides an impetus for a serious review of current practices to…

Dyslexia is too often a general category for an assortment of reading disabilities. Reading ability might be considered as a continuum ranging from lexia to dyslexia with no implication regarding the cause of the disability. Instead of labeling the child with a reading problem a failure, present teaching techniques should be evaluated on the basis…

This paper reports on a Humboldt County School District project aimed at identifying solutions to pupils' reading deficiencies. The contents include: "Project Procedure Summary," which lists eight program objectives, procedures for implementation of the objectives, and evaluation of the objectives; "Evaluation Summary," which…

Observers (n=94) of videotapes of a young woman with mental retardation engaging in either an age-appropriate leisure activity or an activity designed for much younger persons found that observers associated age-appropriate activities with higher ratings of estimated IQ and reading level. Findings support the development of age-appropriate and…

Outlines the importance of principals' focusing their school's curriculum on the development of reading skills through ideas such as (a) faculty inservice and orientation programs, (b) organization of faculty reading planning teams, (c) allocation of resources, (d) supportive classroom visits, and (e) informal evaluation systems to ascertain…