Children's ways of learning are as different as the colors of the rainbow. All children have different personalities, preferences and tastes; they all have a certain way they prefer to learn. Teachers and parents need to be aware of and value these differences. Children's brains develop faster from birth to age three than any other time, and more…

This brochure is intended to be a useful tool for assessing students' development along a continuum of oral language growth as well as for providing information about the competencies that students are expected to learn in second-fifth grades. On the continuum in the brochure, descriptors list specific behaviors that detail students' development…

This brochure is intended to be a useful tool for assessing students' development along a continuum of oral language growth as well as for providing information about the competencies that students are expected to learn in preschool and first grade. On the continuum in the brochure, descriptors list specific behaviors that detail students'…

This article examines different manifestations of verbal talent and how teachers can identify and cultivate special verbal abilities in students. The provision of role models relevant to students' interests is stressed and a list of recommended biographies is included, as are literary experiences available to student writers. The relationship of…

Four steps in facilitating pragmatic language development in young hearing-impaired students are discussed, including identifying communication behaviors, coding a child's conversation, putting the school environment to work, and charting progress. A pragmatic communication skills taxonomy and a grid of age-linked pragmatic communication skills…

This guide suggests that the responsibility of teachers is to provide rigorous academic instruction that will lead to improved performance on the Scholastic Assessment Test I (SAT I). Content-area literacy is especially important for the verbal section of the SAT I, and it suggested that all teachers should infuse reading and writing instruction…

Teachers can encourage the quiet child (who may have oral communication apprehension) by providing verbal feedback and encouragement, rearranging the classroom to increase positive verbal interaction, and directly asking students questions. (Author/CB)

Attention is given to the characteristics, identification, and remediation of language disorders frequently associated with learning-disabled students. Characteristics include off-target responding, inaccurate word selection, neologisms, referent errors, topic closure, and sequencing difficulties. Remediation involves self-concept building,…

An art program for talented and gifted seventh and eighth grade students is described, focusing on student selection, teaching techniques, funding, and evaluation. Included are a screening test for talented art students and a form to aid students in verbalizing about their art projects. (JDD)

This book was written to help teachers gain a better understanding of children who are failing in school and to provide a systematic process of attacking their learning problems. The text presents workable principles for determining probable causes of learning problems and for selecting suitable, effective remedial activities. Learning problems…

This resource guide is designed to provide foreign language teachers with suggestions for helping students become better language learners. The four chapters of the guide for teaching speaking skills are as follows: (1) Teaching Learning Strategies (e.g., rationale for teaching, types, useful strategies, guidelines, instructional sequence, and…