A kindergarten teacher recounts her classroom experience introducing children to reading via the whole language approach, which is based on the belief that children learn to read and write naturally by listening, watching, speaking, and writing. Classroom photographs and samples of student work illustrate the article. (DB)

Discusses the use of invented spelling to help kindergarten students learn to spell. It provides a natural foundation for building spelling abilities by making students think about words and generate new knowledge. Activities are suggested and guidelines are presented for a developmentally sensitive spelling program. (SM)

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.…

This book focuses on functional and holistic approaches to English-as-a-Second-Language (ESL) literacy, including competency-based education; whole language, language experience, and Freirean or participatory; and writing-based programs that result in published materials to be read by other adults. Chapter 1, "Literacy Through a…

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,…

This study compares a traditional method of social studies teaching to a literature based approach. The study sought to compare student attitude, achievement, and retention of the material presented. The study involved 37 fifth-graders, one class using a literature based approach and the other traditional textbook teaching. Content objectives for…

If communicative competence is defined by and organized around culturally-framed and linguistically-patterned communicative plans and goals and the linguistic resources of interactive practices, then interaction in the classroom is employed to create social engagement in regularly occurring interactive practices where communicative learning can be…

A review of selected research studies and practices on the teaching of literacy to limited English proficient (LEP) students suggests that there is considerable variation in the way literacy is defined. Several methods currently being used to develop LEP students' literacy skills are reviewed. Many LEP students continue to be taught reading skills…

This book is the second in a series of thematic units designed especially for children who are deaf and hard of hearing in kindergarten through the elementary grades. The unit focuses on sea creatures and is divided into seven sections. Five sections contain lessons on particular sea animals including whales, turtles, starfish, octopuses, and…

In order to help adult readers with problems, it is necessary to develop an approach to teaching them that is sensitive to language and that makes explicit reference to the way language works to make meaning in texts. A language-based approach requires teachers to become more aware of the relatively invisible language system that lies behind the…

Utilizes the experiences of seven elementary teachers to examine issues and attitudes concerning whole language learning. Although the seven teachers often feel alienated within their own profession, they remain adamant in their commitment. Discusses their conversion to whole language learning and the influence of the New Zealand school. (MJP)

A pilot tutor training project, the Student-Tutor Orientation (STO), was designed to meet the need for making whole-language concepts of reading and writing instruction accessible to tutors as well as students through hands-on experience and for establishing a collaborative tutoring relationship in which students share in decision making.…

This study sought to determine how retained first grade students function in a whole language classroom after meeting with failure in a traditional first grade setting. Data collection for the five retained students, plus six "at-risk" students, involved naturalistic observation. Reading began from language experience stories that the students…

Maintains that the whole-language approach to reading and writing presents another challenge to music teachers who are asked to create complementary instruction as part of an integrated curriculum. Discusses three commonly agreed-on characteristics and areas of disagreement among those who advocate the whole-language approach. (CFR)

Many young students are not finishing high school and even fewer are entering college. This book demonstrates how some teachers have created classrooms that work for children at risk. They use an integrated, inquiry-driven curriculum to create holistic, language- and literature-based classrooms. Chapter 1 describes the nature of being at risk for…