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Professional Learning of Literacy Teachers of Specialized Populations
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Cunningham, Katie Egan; Falk, Jodi – Reading Horizons, 2020
In this article, the researchers share results from a study on teachers' responses to professional learning experiences with a focus on balanced literacy methods to best meet the literacy needs of their d/Deaf students. The authors use theories of communities of practice, connected learning, and collective hope. Findings indicate that for…
Descriptors: Deafness, Hearing Impairments, Communities of Practice, Teacher Collaboration
An Informal Reading-Language Test.
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Lange, Una A.; And Others – Reading Horizons, 1983
Describes the rationale for The Informal Reading-Language Test, then presents the test. (FL)
Descriptors: Beginning Reading, Language Acquisition, Language Skills, Primary Education
They Can All Sound Good.
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Leidholdt, Lorraine Mary – Reading Horizons, 1989
Encourages teachers to use imitative reading, choral reading, and repeated readings in the classroom to improve intonation, speaking skills, word recognition, reading rate, and comprehension, while boosting self-confidence. (RAE)
Descriptors: Elementary Education, Language Skills, Oral Reading, Reading Achievement
Facts and Fiction about Language "Skills."
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Froese, Victor – Reading Horizons, 1983
Presents a system for differentiating skills and teaching objectives in a way that makes the underlying common components of the language arts more readily identifiable. (FL)
Descriptors: Elementary Education, Language Arts, Language Skills, Learning Activities
Developing Story-Telling Skills with Language-Experience Stories.
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Smith, Charles L. – Reading Horizons, 1982
Presents a series of teaching ideas that use language experience stories produced by children to foster their expressive language abilities. (FL)
Descriptors: Language Experience Approach, Language Skills, Learning Activities, Primary Education
Second Language Learners: Their Special Needs in Content Area Reading.
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Florez, V.; Hadaway, N. – Reading Horizons, 1987
Identifies three problem areas in teaching students with limited English proficiency to read: (1) the readers' input (what they bring to the reading process), (2) the author's input, and (3) the reading process itself. Recommends that teachers acquaint themselves with students' prior knowledge and language competence level and strive for a balance…
Descriptors: Content Area Reading, English (Second Language), Higher Education, Language Skills