Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Oral Language | 6 |
| Grade 5 | 4 |
| Grade 6 | 4 |
| Grade 7 | 4 |
| English Language Learners | 3 |
| Grade 1 | 3 |
| Grade 2 | 3 |
| Grade 3 | 3 |
| Grade 4 | 3 |
| Grade 8 | 3 |
| Kindergarten | 3 |
| More ▼ | |
Source
| Regional Educational… | 2 |
| Exceptional Children | 1 |
| Guilford Press | 1 |
| United States Bureau of… | 1 |
| What Works Clearinghouse | 1 |
Author
Publication Type
| Guides - Classroom - Teacher | 2 |
| Books | 1 |
| Collected Works - General | 1 |
| Historical Materials | 1 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 6 |
| Grade 1 | 6 |
| Grade 2 | 6 |
| Grade 3 | 6 |
| Grade 4 | 6 |
| Grade 5 | 6 |
| Grade 6 | 6 |
| Grade 7 | 6 |
| Early Childhood Education | 5 |
| Grade 8 | 5 |
| Intermediate Grades | 5 |
| More ▼ | |
Audience
| Teachers | 4 |
| Practitioners | 2 |
| Administrators | 1 |
| Students | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Test of Nonverbal Intelligence | 1 |
| Test of Word Reading… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGabriella Reynolds; Krystal L. Werfel; Sarah Hudgins; Stephen Camarata; Fred H. Bess – Exceptional Children, 2024
The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech…
Descriptors: Spelling, Error Patterns, Hearing Impairments, Correlation
Hinchman, Kathleen A., Ed.; Sheridan-Thomas, Heather K., Ed. – Guilford Press, 2022
With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5-12. Chapters present effective practices for motivating…
Descriptors: Elementary Secondary Education, Grade 5, Grade 6, Grade 7
Download full textDimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
What Works Clearinghouse, 2009
Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified…
Descriptors: School Restructuring, Intervention, Oral Language, Reading Achievement
Teaching Language through Agriculture and Domestic Science. Bulletin, 1912, No. 18. Whole Number 490
Leiper, M. A. – United States Bureau of Education, Department of the Interior, 1912
One of the most difficult problems of modern school practice is how to prevent overcrowding the curriculum, breaking up the school day into small fragments of time devoted to disconnected tasks, and dissipating the energies of the children to such an extent that the process of education is hindered rather than helped by the attempts to enrich and…
Descriptors: Educational Methods, Agriculture, Agricultural Education, Rural Schools
