The two primary performance objectives of this course in Spanish are to: (1) develop research skills which are directed toward locating useful facts and information about people, and (2) utilize previously learned grammatical concepts and skills to facilitate research and use of the library. Several literary works in Spanish are included in the…

Intended for students seeking to improve basic conversational skills in Spanish, this text provides for practice in following and giving directions orally, reading, and pronouncing "troublesome" words. Emphasis is placed on the development of listening skills, analysis of pseudo-prefixes and capital letters in a given paragraph, recognition of…

Performance objectives focusing on the development of introductory skills in comprehension, speaking, reading, and writing are presented in this text of instructional materials. Lessons center about the use of short dialogues based on everyday, teenage experiences. Special emphasis is placed on vocabulary expansion, present tense of selected…

This course is intended for third- or fourth-year Spanish students seeking to review the essentials of Spanish grammar and to increase their vocabulary. It is specifically intended for those planning to take the College Board Achievement Test in Spanish. Performance objectives are prescribed for culture study, speaking, reading, and writing…

Fifty-nine performance objectives concerning the art of writing letters are presented in this Spanish instructional guide. Prescribed activities include oral presentation of historical topics, reading of selected letters and discussion and reading of short biographical data, punctuation exercises, review of grammar, and use of synonyms. (RL)

This series of three articles focuses on basic language skills involved in second language learning. The first deals with the importance of pronunciation. The author argues that proper pronunciation and intonation cannot be achieved without recognizing the value of repetition drills and correct speech models. The second article considers modern…

A framework for a college introductory French literature class suggests suitable texts, methods, and activities, with emphasis on communication. In "Problems in Language and Style," students' reading, writing, and speaking skills are developed through the thorough and methodological reading of texts, novels, and plays. (CB)

Techniques and class activities for French instruction are presented, including a press conference simulation, a game using noun families, a college-level contemporary fiction curriculum, and speed-reading techniques for beginning students. (MSE)

When selecting audiotapes for use in foreign language classrooms, teachers should consider factors affecting listening activities, including: second language vocabulary level of students; amount of information students must retain; rate of speech; subject matter and factual knowledge level of students; and grammatical knowledge of students. (CB)

Outlines diverse strategies (contextual clues, palindromes, figurative language/idioms, etc.) for increasing vocabulary skills of gifted readers in the lower primary grades, using children's literature to supplement good tradebooks. (NKA)

Discusses the effects of a sustained silent reading (SSR) program on school administrators, teachers, librarians, and the students. Offers suggestions on setting up an SSR program. (SRT)

A midwestern college's foreign language program restructured some of its courses to address students' interests in learning to read a foreign language for graduate school or other purposes. The description of a class in theological German illustrates the varied cultural, professional, and personal reasons students may have for choosing such…

Describes an integrated series of computer-assisted reading (CAR) materials under development at the University of East Anglia in Norwich. The discussion indicates some of the problems in teaching reading with computers, describes the framework of the CAR project, and gives specific examples of activities. (SED)

Considers demands on the reader of printed material displayed on the video screen. Ways that electronic media can engender and foster reading skills are discussed, including use of graphics in video displays and ways educationalists may contribute to development of videotext and software to teach reading. (40 references) (MBR)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)