The Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation classes in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college hopefuls? In this article, we will share information about the…

As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to…

This book focuses on appropriate English for Academic Purposes instructional concepts and methods in the Japanese context. It investigates a variety of pedagogical techniques, addressing the fundamental academic English skills -- listening, speaking, reading and writing -- as well as assessment and materials development. All the research included…

This article is based on part of a case study looking into how sixth form students search for goal related information online for an open-ended task. Qualitative data was gathered through think-aloud protocols; analysis was informed by Afflerbach and Cho's (2009) Hypertext reading strategies. From the perspective of multiple documents literacy and…

"School Success for Kids With Dyslexia and Other Reading Difficulties" provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school…

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Fluent reading hinges on automatic word recognition, yet little research has investigated the acquisition process with repeated exposure to novel words. In this study, elementary students in grades three to six were asked to read two-syllable pseudowords five times each (in varied sequences) during two sessions (n = 49). The goal was to study…

Describes a method by which language students can learn to read sense groups instead of word-by-word, increasing their reading and speaking skills. (SP)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

In teaching Japanese as a second language, structure should be introduced through the spoken language so the forms are already familiar when the reading begins, just as the native Japanese child masters a syllabic writing system first then learns characters so that the graphic representation occurs within familiar grammatical patterns. (SCC)

The purposes of this study were to explore the vocabulary response patterns of seventh grade students and to note the relationships which exist between their response patterns and their reading achievement and intelligence. The subjects for this study were randomly selected students entering the seventh grade of a junior high school in a middle to…

Researchers and teachers are beginning to realize that reading and writing are closely linked. Language experience is the key to success in reading and writing. Teachers must enrich students' language experiences by reading to them, talking with them, fostering an environment that recognizes their worth as language users, and modeling expected…

The relationship between children's language and their knowledge of the various features of their language and their reading is examined from the perspective of several prominent theories about the link between thought and language. The first chapter contrasts features of five significant contemporary theories of language and thought--the Russian,…

Suggests that Whole Language is not the whole word approach, nor merely teaching skills in context, nor the Language Experience approach, nor a new term for the Open Classroom, but rather a point of view about language, literacy, and content learning. (JC)