Comprising a study of the application of linguistics to literacy, the 16 papers in this book were prepared by contributors from both developing and developed nations. The papers in the first section illustrate the relevance of certain developments in theoretical and applied linguistics, sociolinguistics, and psycholinguistics to literacy teaching.…

A longitudinal study of reading difficulties in schools in the county of Dunbarton, Scotland, was conducted in 1966. More than 1,500 children were tested after they had completed two years at school and were just over seven years of age. Important results included: about 15% of the children were without any independent reading skill, boys were…

Compares Danish reading instruction methods to U.S. methods within a cultural context and suggests that U.S. children might benefit from the more relaxed attitude of the Danish approach. (JC)

Using Vygotsky's theory of development, explores the significance of storytelling and dramatization activities on the intellectual and emotional development of preschool children. Results indicate that dramatizing of children's stories enhances the storytelling of preschool children and, thus, influences their literacy development. (DST)

This experiment explored relationships between seven to eight-year-old children's reading comprehension skills and inferential and constructive processing, and between verbatim text recall and ability to make inferences. Skilled readers were more successful at answering questions from memory, but less skilled readers' performance on literal…

Addresses the problems inherent in constructing reading courses for the English as a foreign language student who is not a motivated reader. Proposes an alternative type of reading course, which attempts to cover these problems by taking note of some of the preconditions necessary for comprehension. (SL)

This study investigated the effect of using predictable stories as reading materials on the oral and emergent literacy development of English-as-a-Second-Language (ESL) beginners. A child-centered, literature-based curriculum integrating whole language philosophy was developed for a group of kindergarten students at a public high school in Taipei,…

The program of studies for English Language Arts Kindergarten to Grade 9 is approved for implementation in Alberta, Canada, in September 2000. The prescribed general outcomes and specific outcomes from the program of studies are included in this illustrative examples document. The illustrative examples are not prescribed, but they support the…

This thesis examined variations in the word decoding skills of children with reading disabilities. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analyzed in the five studies. The thesis critically examines the…

Offers suggestions for improving beginning teachers' abilities to teach reading, noting the need for greater cooperation between colleges and practicing schools in providing teachers with the proper training in subject matter and teaching skills. Discusses teacher-developed reading and readiness programs, attitudes, and material selection. (FL)

Reports on a longitudinal study of Finnish student development in literacy skills, especially reading skills. Notes that children from the rural northern areas gained most in test-intelligence and literacy skills, catching up with their coevals from the southern and urban areas. (RL)

Describes the plight of junior high students in Japan who are apparently too concerned with doing well in the content areas to engage in leisure reading. (MKM)

Shows that information technology (IT) hardware and software are having an effect on literacy. Argues that English teachers should be aware of these changes and should be exploiting IT for the development of those reading and writing skills necessary for the future. Exemplifies some of the processes and opportunities already identified. (PA)

This study examined factors contributing to poor literacy and numeracy development among black South African children ages 5.5 to 7 years. Findings pointed to a conglomerate of factors, namely inadequate visual-motor integration, poor visual analysis and synthesis, poor fine motor development, and inadequate exposure to mediated reading and…

Considers the benefits of extensive reading, examines some of the reasons for its failure to take off, describes two programs, and offers teachers some leading questions to help them develop their own programs. (three references) (Author/CK)