This paper discusses the central theoretical aspects of the "Languaging in the Content Areas" (LICA) thesis, intended to provide postelementary reading with a sense of definition and purpose compatible with contemporary needs and conditions. The objective of the LICA thesis is not merely to teach students how to read critically what has been…

This paper discusses some educational developments which have either surfaced or been revived during the past decade or so and which may contribute to or influence the teaching of reading. The developments discussed include: accountability and performance contracting; the use of more adults (parents, paraprofessionals, and college students) in the…

This collection of 180 poems was assembled with classroom needs in mind. Intended to delight students every day, the collection's poems span the school year from September to summertime. Its introduction gives teachers before-, during-, and after-reading ideas. Sections in the collection include: Me and My World, Primary Concepts, Seasons and…

Reading teachers should choose activities and experiences for the classroom that are central to reading. Although a sense of security surrounds the teaching of testable finite reading skills, it is necessary to choose language arts experiences that are not so readily evaluated but still are basic to reading. Listening instruction can facilitate…

The articles in this journal issue explore classroom methods for enhancing language acquisition. The titles of the articles and their authors are as follows: (1) Forests and Trees: Conservation and Reforestation" (Joyce S. Steward); (2) "Using Literature to Teach Language" (Richard D. Cureton); (3) "Language Learning through…

Elementary teachers should focus attention on language activities that involve naturally the reciprocal relationships among listening, speaking, reading, and writing. Teachers need to value, use, and make useful the background and language of all students, through a Language Experience Approach (LEA) in which students dictate and write about…

Describes the experiences of a bilingual kindergarten teacher implementing a whole-language approach. Emphasizes the importance of integrating writing into every activity. Proposes eight developmental writing stages, suggesting that those stages could help teachers and parents to set their expectations to meet children's level of development.…

A LANGUAGE-EXPERIENCE PROGRAM INCLUDING SPELLING, LISTENING, READING, WRITING, AND SPEAKING IS DISCUSSED. THE TEACHER HELPS EACH CHILD BECOME INCREASINGLY SENSITIVE TO HIS ENVIRONMENT AND SUCCEED THROUGH A VARIETY OF LANGUAGE EXPERIENCES. TWENTY LANGUAGE EXPERIENCES ARE GROUPED INTO THREE CATEGORIES TO AID THE TEACHER IN SELECTING APPROPRIATE…

THIS COMPILATION OF REPORTS, DISCUSSIONS, AND REVIEWS OF SPECIFIC METHODS OF TEACHING READING IN THE ELEMENTARY GRADES INCLUDES A DESCRIPTION OF THE READING PROGRAM IN MINNEAPOLIS. THE METHODS INCLUDED IN THE REPORT ARE THE PHONIC-FIRST METHOD, THE USE OF BASAL READERS, THE LINGUISTIC APPROACH, THE INITIAL TEACHING ALPHABET, THE…

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)