Describes "whole language" as a new term for literacy instruction which emphasizes application of reading and writing in meaningful contexts. Argues that the theoretical base for whole language is closely related to key ideas of language experience and psycholinguistics, but that whole language represents a new paradigm. (RS)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

A model is offered for building the vocabulary skills of students with deafness or hearing impairments. The model is based on Piaget's theoretical concepts of assimilation and accommodation. The model presents six sequenced steps for learning new vocabulary and suggests using the Language Experience approach, environmental print, predictable…

The Language Experience Approach (LEA) to teaching reading in English as a second language is described. LEA uses the student's own experiences, vocabulary, and language patterns to create texts for reading instruction. Three stages are defined for assessing learners' levels of language use. The LEA instructional procedures are designed to be…

Reading and writing instruction for gifted students should address their actual use in meaningful contexts. Reading instruction should emphasize use of authentic materials, modified use of basals, divergent student responses, etc. Writing instruction should emphasize writing as a tool for learning, function before form, and opportunities for…

Language activities based on connectivity, or social links between people and their experiences, can create a sense of history and belonging in a classroom community and can establish the foundation for educational curriculum. Levels of connectivity and their impact on educational curriculum are examined through a classroom example of…

Rather than concentrate on ritual language and stock phrases, second-language teachers should utilize the language experience approach to help children develop more natural communication in active learning situations, using realistic settings and materials. (six references) (MDM)

The use of invented spelling in educational programs for students with deafness is described. Students use a variety of spelling strategies, such as visual, kinesthetic, sounding out, handshape in sign language, and functional spellings. Methods of encouraging risk taking in spelling are discussed, and the changing use of spelling tests is noted.…

An approach to language arts instruction for hearing-impaired students is described, which emphasizes expression of ideas rather than mechanics. The approach uses literature response journals and discussions to develop critical reading and writing skills, and helps students make the connection between literature study and their own writing. (JDD)

Two interventions, both using repeated readings combined with a simple error correction technique and precision teaching, were used with two at-risk elementary students to improve their oral reading skills. Both interventions (language experience approach stories and passages from a basal reading program) worked equally well. (JDD)

Deaf children need reading programs which emphasize comprehension of meaning rather than syntax and grammar. Successful reading programs can emerge when reading is viewed as a highly social experience, reading materials are meaningful and highly contextualized, and semantic processing in American Sign Language is used to assist reading in English.…

Certain settings and activities can be initiated in the classroom to encourage reluctant writers to write. The classroom environment should be structured so that writing efforts produce positive reinforcement. Sharing ideas with peers or the teacher prior to writing will enable students to feel that their ideas are worthwhile. Children can be…

Guidelines for teaching reading in bilingual elementary school programs stress the need for language experiences that allow students to think in the second language. Evaluation measures other than standardized tests for assessing progress are suggested. (PMJ)

This article discusses ways to teach low vision students to read braille, including both parallel instruction (the student learns to read print and braille simultaneously) and nonparallel instruction (the print-reading student learns braille). The following approaches are briefly described: basal reader, language experience, whole language,…