Assimilation and accommodation are two approaches for developing language arts curricula for gifted elementary grade students. Some adaptations, such as more individualized reading may be readily assimilated into existing curricula. Other changes, such as providing opportunities for technical writing, require more accommodation of current methods,…

Outlines how word processing programs can be used to create flexible programs for teaching reading and writing skills. Describes two curriculum development projects in the U.S. Department of Education Basic Skills Program that used word processing to develop an integrated language arts program. (MD)

The author examines research on the reading skills of students with partial vision, noting the educationally handicapping consequences (including problems in rapidly implementing alternative scanning strategies), and suggesting implications for placement and instructional decisions. (CL)

Learning disabled students face problems with content area textbooks in the areas of vocabulary, syntax, concepts, and appearance. LD students should be taught how to use their books effectively as well as how to study. Formats are suggested for guided reading in the content area. (CL)

Describes three reading modeling techniques for use with exceptional learners: (1) repeated readings (students reread a short, meaningful passage several times until satisfactory fluency is reached); (2) neurological impress (the child and adult model read aloud, simultaneously); and (3) imitative or echoic methods (the child repeats phrases or…

The story frame approach, in which teachers construct frames that become the focus of children's discussions and written assignments, can help improve educable mentally retarded children's reading comprehension skills. (CL)

Use of reading and writing to enhance oral communication skills requires analysis of the individual's performance; understanding of the interaction among auditory, oral, and written language disorders; integration of speech-language and educational services; and attention to skills of phonemic discrimination, auditory verbal comprehension, word…

Argues that computer software designed for use in content areas also can be useful for reading instruction. (FL)

A reading observation checklist is presented for principal use in classroom observation. (MD)

Describes more than 40 sources for locating information of interest to reading teachers and other specialists. Contains an extensive bibliography. (FL)

This book makes the case for preserving integrated, holistic reading programs, debunking the belief in one-size-fits-all instruction and taking readers inside classrooms to demonstrate progressive, meaning-centered teaching. The book offers easy-to-use strategies that build upon the life experiences and language that children bring with them to…

The National Writing Project at Work monograph series describes National Writing Project (NWP) work, often shared informally or in workshops through the NWP network, and offers detailed chronological accounts for sites interested in adopting and adapting the models. This monograph--"The Story of SCORE"--is a realistic look at how an…

Indiana's Early Intervention Grant Program (EIGP) provides funding for Reading Recovery and other early interventions focused on improvement in early reading programs (Grades 1-5). This resource guide provides information that schools in Indiana can use to plan for proposals for EIGP and other grant programs, such as comprehensive school reform…

Describing Reading Recovery and Chapter I as two programs that emphasize a one-on-one approach in assisting pupils in learning to read, this paper considers advantages and aspects of these programs. It gives 10 reasons for stressing a single teacher assisting one pupil in learning to read and proposes how these programs may be incorporated into…

Presents a computerized readability scoring system that allows for the calculation and comparison of several formulas with no corresponding increase in teacher effort. (FL)