Presently, the importance of culture and context is becoming a significant feature of research in the field of learning strategies. To date, there has been little research into learning strategies utilized for reading and writing in Asian EAP (English for Academic Purposes) contexts, and in particular in the Thai context. With this in mind, this…

This paper suggests that the whole language approach, widely used for first-language reading instruction, is the most appropriate means for teaching reading to learners of English as a second language (ESL). Drawing on research evidence, seven basic tenets of whole language instruction are explained and applied to ESL reading instruction. These…

A study evaluated the Early Literacy program that served 2,280 underachieving pupils in grades 1 and 2 in the Columbus, Ohio, public schools. These students appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction for these pupils each day for 40-45 minutes on reading and…

The educational and linguistic rationales for designing an adult English-as-a-Second-Language literacy program based on phonics are discussed, with specific reference to an Ibibio adult literacy program in Nigeria. An introductory section gives an overview of Nigerian policy and practice concerning literacy education. Next, the phonics approach to…

Project Bilingual Education Through the Arts (BETA) admitted students who scored at or below the 40th percentile on the Language Assessment Battery and were thus certified as limited English proficient (LEP) students as well as a limited number of English proficient (EP) students. In 1991-92, the fifth year of a 5-year cycle, the program enrolled…

Based on a review of 335 research studies conducted in 1972-1987, the effectiveness of various methods, approaches, and techniques for teaching English as a Second Language in Thailand is analyzed. The information is presented in three sections: methods that worked; methods that did not work; and methods that appeared to work. In each section, the…

The Chapter 1 Developer/Demonstration Program, Learning to Read Through the Arts (LTRTA), offers intensive reading and reading-oriented arts instruction to Chapter 1-eligible students. During the 1988-89 school year, the program served 100 ungraded special education students and 716 general education and limited English proficient (LEP) students…

In 1981-82, Project SUCCESS (Striving Upward through College and Career Education for Spanish Speakers), at Theodore Roosevelt High School in New York City, provided instructional and support services for 300 Spanish speaking students of limited English proficiency. The program consisted of: (1) a high school equivalency preparation component,…

The Bronx (New York City) Multidiscipline Special Education Bilingual Program was designed to supplement the basic educational program for handicapped students with limited English proficiency in the Bronx Special Education Region. In 1980-81, the program served 132 Hispanic handicapped students in nine public and two private schools. Program…

This report evaluates student placement practices and quality of instruction in the first grade reading program of the San Diego (California) City Schools. A previous study indicated that a disproportionately high percentage of Black and Hispanic students did not complete the grade-level textbook by the end of the first grade. Data were drawn from…

Literature-based children's literacy programs usually lack cultural foundation on the part of teachers providing the instruction. A framework for a cultural base for educators addresses this cultural gap. A series of professional development activities is presented that reflects the theoretical framework and increases cultural sensitivity. (SLD)

Common instructional practices in the teaching of language minority students are described. The case study of a fourth grade classroom in Longmont (Colorado) illustrates how a teacher's enthusiasm for literacy instruction creates an environment where all students, including the Hispanic language minority, can be active participants. (SLD)

Scaffolding is a conceptual framework through which educators rethink the in-school learning experience. The following three models of culturally sensitive scaffolding offer important lessons for literacy education: (1) signifying and interpreting "speakerly texts"; (2) talk story, turn taking, and classroom discussion; and (3) community…

Using a mixed-methodology, longitudinal design, individual differences and contextual factors related to differential response to general education instruction were examined. We tested a response-to-instruction model reflecting the first three phases of a model proposed by Fuchs and Fuchs (1998). We classified first- and second-grade children…

This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings…