Writing teachers are currently faced with another paradigm shift. Some 25 years ago, a fledgling field of composition studies advocated the switch from a traditional product view to a process view of teaching writing. Recently, new studies and books are emerging which critique this view as insufficient. The pragmatic view of writing instruction…

A study was conducted to determine which approach for vocabulary development--isolated word lists, context clues, or a combination of both--would yield the best results. One sample of 17 sophomores used isolated word lists. The second sample of 20 freshmen used context clues to determine word meaning. The third sample of 13 sophomores used a…

This booklet is designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. An introduction discusses general principles for teaching reading to students with disabilities and emphasizes the importance of individually designing a program based on a student's…

This paper presents suggestions for a 60-hour course in intercultural communication that develops cognition skills needed to understand life in foreign countries. The initial part of the course is intended to heighten the participant's awareness of his or her own "home-culture"; the latter part concentrates on assumptions, values, and…

This lesson introduces the study of insects in science by using poetry. Students work in cooperative groups to prepare choral poetry readings and present factual information on an assigned insect to the class. The choral poetry readings also serve to increase fluency in English-as-a-second-language students. During four 30-minute sessions,…

This book examines issues related to problems in workforce education for Latinos and Latinas in the United States. Chapter 1, "The Landscape of Latinos, Education, and Work," presents an introduction and background information. Chapter 2, "The Politics of Workforce Education," discusses current legislation that has negatively…

This book explores the concept of using everyday objects as a process initiated both by students and teachers, encouraging growth in student observation, inquisitiveness, and reflection in learning. After "Introduction: Welcome to Inquiry-Based Learning using Everyday Objects (Object-Based Inquiry), there are nine chapters in two parts. Part 1,…

This paper is an annotated bibliography of 16 publications from 1994 through 1997 investigating the influence of CD-ROM technology in reading instruction and language development. Entries are listed alphabetically by author. In addition to full bibliographic information, each entry summarizes the publication in a few paragraphs. (EV)

Problems are discussed and recommendations made for developing programs and materials for Spanish instruction of Spanish speakers. General and specific suggestions are made for material selection and class activities, including spelling, composition, self-editing, dialog writing, transcription, translation, student-teacher conferences, journals,…

Six contributors suggest ways to (1) improve handwriting, (2) help children choose reading materials, (3) develop sight vocabulary, (4) use phonics with ESL learners, (5) use Uninterrupted Sustained Silent Reading, and (6) teach reading comprehension. (FL)

Describes the method and some of the exercises in a course in French composition for adults pursuing an advanced degree in French in evening courses. The practices discussed are journal keeping, a research paper, and exercises geared to these particular students. Samples of student writing are included. (AMH)

Contains suggestions from six contributors, including the use of parents as an audience for beginning readers; outdoor activities to motivate readers; word order recognition exercise; a books-by-mail library service for rural students; using remedial students to read to younger children; and a language arts/social studies project. (FL)

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)

Reviews studies that explore the nature of the relationships between reading and writing and that suggest the influence of writing on word recognition, reading comprehension, and reading motivation. Offers six recommendations for classroom instruction based on the available information about the reading/writing relationship. (GT)

Describes the Cultural Flags program, which teaches students to be proactive in engaging in cultural learning through learning a few basic phrases in the five most spoken languages in their community along with cultural facts about other countries. Some program evaluation results and project guidelines are presented. (SLD)