Experimenter presence (representing external control) or absence during task presentation were the two conditions under which attentional performance of 16 hyperactive and 16 control subjects (ages 7-12) was assessed. Results suggested noncompliance (an application deficit rather than an ability deficit) as a major contributor to poor performance…

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)

Describes a study of reading and writing instruction at the elementary level and explains how teachers learned new ways to support each other, how the teachers' role changed as they encouraged their students' diverse interests, and how the teacher/learner roles changed. (HOD)

Describes the Success in Reading and Writing Program, designed to help students with attention deficit disorders by involving all four language processes. (FL)

In 2002, the Michigan State Board of Education asked the Department of Education to develop grade-by-grade "content expectations" in reading/English language arts and mathematics to provide guidance to local educators and parents and serve as the basis for annual assessments required by the federal No Child Left Behind Act (NCLB) of…

Based on the 1998 Arkansas English Language Arts Curriculum Frameworks, this sample curriculum model for grade five language arts is divided into sections focusing on writing; reading; and listening, speaking, and viewing. The writing section's stated goals are to help students employ a wide range of strategies as they write; use different writing…

Based on the 1998 Arkansas English Language Arts Curriculum Frameworks, this sample curriculum model for grade six language arts is divided into sections focusing on writing; reading; and listening, speaking, and viewing. The writing section's stated goals are to help students employ a wide range of strategies as they write; use different writing…

This paper explains the importance of inferencing to effective communication, discussing how it is achieved and focusing on English-as-a-Second-Language (ESL) education. Part 1, "Background," examines clues provided by speakers and writers, also looking at clues and thinking processes used by listeners and readers in order for successful…

Reflecting a constructivist approach to teaching and learning, this book presents the content of the language arts curriculum and the most effective strategies for teaching this content. The processes of reading and writing provide the foundation for the three instructional approaches presented in the book: literature focus units, reading and…

The report, entirely in French, describes Alberta's curriculum for ninth-year French immersion, as revised in 1998. An introductory section offers background information on the curriculum revision, links between the core curriculum and French immersion, underlying principles of second language instruction, the revised curriculum's objectives and…

Aligned with its 1998 standards for first and second language learning, Alberta Learning has published lesson plans that aim for a closer relationship between learning and evaluation. Each volume in this series presents a specific task for students that involves planning, carrying out and evaluating their work. The task for seventh grade students…

Reports the results of a Speech Communication Association Task Force investigating communication skills needed by community college graduates. Summarizes relevant literature and survey results from state instructional offices and community college committee members in various occupational areas. Findings indicate a strong need for group…

The thematic integrated teaching method for second-language learning weaves together the four skills by using a topic encountered in everyday living to explore and adjust to a new environment and language. The theme of food is used to illustrate curriculum structure, vocabulary, and activities. (MSE)

Describes the development and evaluation of a communication program which, through speaker-listener settings, aims to give children strategies for recognizing and conveying critical attributes, ignoring redundant information, and sequencing information. (Author/BW)

This study determined if mildly mentally retarded secondary school students could respond to a verbally presented multiple-choice test of social and personal knowledge. Teacher ratings were also obtained. Results supported the use of two- and three-alternative multiple choice tests. (Author/JKS)