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Peer reviewedButyniec-Thomas, Jean; Woloshyn, Vera E. – Journal of Experimental Education, 1997
Whether explicit-strategy instruction combined with whole-language instruction would improve third graders' spelling more than using either approach alone was studied with 37 students. Findings suggest that young children learn to spell best when they are taught a repertoire of effective strategies in a meaningful context. (SLD)
Descriptors: Context Effect, Elementary School Students, Grade 3, Learning Strategies
Peer reviewedMilosky, Linda M. – Topics in Language Disorders, 1990
This article discusses the concept of world knowledge and its relevance to intervention processes. Roles of linguistic and physical context in interpretation and levels of speaker experience are discussed. Levels of involvement are related to communication goals, and these principles are extended to applications in the teaching of language skills.…
Descriptors: Communication Skills, Comprehension, Context Effect, Elementary Secondary Education
Download full textStrachbein, Deanna L.; Riley, James D. – 1994
The essential theories underlying the whole language approach require individual teachers to examine their assumptions about teaching and learning and to undergo a major paradigmatic shift that requires a new set of assumptions. One of the principal tenets of whole language is that the classroom teacher becomes an autonomous professional. This…
Descriptors: Attitude Change, Classroom Research, Context Effect, Educational Practices
Direct linkde Lemos, Marion – ACER Press (Australian Council for Educational Research), 2002
The purpose of this review is to present an overview of the research literature relating to the acquisition of literacy. Its focus is on empirical studies that identify the processes underlying the acquisition of literacy, and the instructional strategies that are most effective in developing effective literacy. Its specific focus is on the…
Descriptors: Educational Strategies, Foreign Countries, Literacy, Teaching Methods
Smith, Michael S. – 1992
Six student teachers who were committed to the tenets of whole language were studied to determine how they manifested their whole language perspectives in light of the enabling and constraining factors they faced in their specific field sites. Results indicated that the six student teachers were forced to alter their teaching behaviors…
Descriptors: Beginning Teachers, Context Effect, Cultural Background, Elementary Education
Johnson, Genevieve Marie – International Journal of Special Education, 2004
Constructivism refers to a collection of educational practices that are student-focused, meaning-based, process-oriented, interactive, and responsive to student personal interests and needs. In contrast, instructionism refers to a collection of educational practices that are teacher-focused, skill-based, product-oriented, non-interactive, and…
Descriptors: Constructivism (Learning), Reading Comprehension, Remedial Reading, Sight Vocabulary
