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Peer reviewedLawhon, Rachel – Perspectives in Education and Deafness, 1991
A teacher at the Model Secondary School for the Deaf (District of Columbia) recounts how she learned to use the Whole Language approach to writing instruction, to encourage student writing and conduct teacher/student conferences, and to stimulate students' reading interests. (DB)
Descriptors: Creative Writing, Deafness, Language Arts, Secondary Education
Peer reviewedManning, Maryann; Kamii, Constance – Journal of Research in Childhood Education, 2000
Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)
Descriptors: Comparative Analysis, Instructional Effectiveness, Kindergarten, Kindergarten Children
Download full textBallard, Glenda H. – 1992
Based on a teacher's 14 years of experience in teaching writing, this manual was developed to help General Educational Development (GED) teachers to guide adults to improve their writing ability in preparation for the GED test. The manual is organized in four sections. The first section is a discussion of frequent concerns and problems that…
Descriptors: Adult Basic Education, Adult Literacy, High School Equivalency Programs, Process Approach (Writing)
Hyslop, Nancy, Comp.; Smith, Carl, Ed. – 1990
Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on ways to evaluate writing is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a lecture giving…
Descriptors: Distance Education, Elementary Secondary Education, Higher Education, Inservice Teacher Education
