Offers suggestions in the areas of classroom management, instructional strategies, and evaluation to assist in making a smooth transition from the basal to the whole language program. Suggests that gradual implementation allows teachers and students to become confident in using this instructional method. (MG)

Describes study that was conducted to determine whether four- and five-year-old preschoolers could be taught reading skills with computer-assisted instruction, and whether they could learn basic computer literacy skills without direct instruction and drill. Software is described, and the pretest/posttest single group design is explained. (16…

Any use of language involves the following interlocking systems: (1) referential; (2) contextualization; and (3) ideology. These together constitute culturally viable "discourse systems." Examination of these systems as they operate in daily contexts reveals a paradox in the concept of literacy. (Author/BJV)

Investigates the use of closed captioned television to improve the sight vocabulary of adults receiving literacy instruction. Finds that students' sight vocabulary increased significantly and that student attitudes to closed captioned television were extremely positive. (RS)

Examines how the use of self-directed training materials and limited inservice training improved the quality of teaching the Direct Reading-Thinking Activity. Concludes that teachers' verbal behavior in directing story reading can be easily modified. (MM)

Suggests ways to provide special spaces and materials in early childhood classrooms that promote literacy development, including classroom library centers, writing centers, and content area centers. (MM)

Describes the integration of text previews (teacher-developed synopses of the text) and three-level study guides (encouraging factual, inferential, and problem solving responses). Claims a combination of these constitutes a powerful strategy for content area reading. (RS)

Examines the differences between oral and written languages, including differences in register, style, and syntax. Asserts that reading aloud and giving instructions are two ways to focus on the connection between oral and written language and the processes of reading and writing. (MM)

Second-language teachers are encouraged to develop two forms of reading, silent and oral, in classroom instruction. The relationship between the two is discussed, and aspects of oral communication that teachers can explore (voice, multiplicity of voices, movement and gesture, use of props, and spatial use) are examined. (MSE)

This study compared six adults' learning of English names for Chinese visual characters, through prototype instruction (in which participants were taught the meaning of the distinctive feature of multicomponent characters) and rote instruction (in which participants traced the character and wrote its translation). Participants learned more rapidly…

Proposes that dance is a language with its own symbols, gestures, and aesthetics with the power to communicate complex ideas and thoughts. Outlines how discussion, analysis, and criticism can be crafted from three major elements of dance: (1) space; (2) time; and (3) energy. Asserts that students can learn to read dance as a visual text. (CFR)

The effectiveness of the "Laubach Way to Reading" program was examined with four adolescents with learning disabilities who were reading below the fifth-grade level. Students made significant gains on basic reading skills and comprehension. Students' success depended on being provided with supplemental lists of more challenging words…

Reports on a study of the relationship of both phonemic and musical sound discrimination to reading ability among 18 British first graders. Finds that discrimination of musical sounds is related to music performance but that the influential factor is a specific awareness of pitch changes. (CFR)

The 1993 Education Act in Great Britain presents classroom teachers and special educational needs coordinators with fresh challenges with students who have reading and writing failure. Improved initial training of primary teachers is needed so they are equipped to address manifest reading and spelling difficulties, predict where problems can…

Explores the development of a literature-based writing unit with computers for at-risk students through the creation of a Literacy Club. Suggests that current technology can provide the incentive required before at-risk students become willing participants in literary experiences. Literary Clubs can provide a rich context for learning to write…