The two opposing reading instruction philosophies are analyzed and placed in historical perspective. The author shows the importance of clarifying the debate and distinguishing between manifest and actual issues. (MD)

Bangladesh, a poor, densely populated country the size of Wisconsin, typically has elementary classes of 50 students learning by call-and-response techniques. Since 1996, 13,000 teachers from 2,900 primary schools have been trained in multiple ways of teaching and learning. Teachers are determined to personalize learning. (MLH)

The inquiry-focused learning is a process that provokes deeper thinking and investigation and greater student motivation to learn. Inquiry is a process of learning that embraces features such as learning experience, assessment, and questioning thus embodying an educational philosophy that directly responds to the national emphasis on high…

CONFLICTING POINTS OF VIEW TOWARD SPELLING INSTRUCTION WERE DISCUSSED, AND A CRITIQUE OF THE PROBLEM WAS OFFERED. THE RESEARCH ON BOTH SIDES OF THE PROBLEM OF OBTAINING COMPETENCY BY SPELLING GENERALIZATIONS (RULES) WAS PROVIDED. THE AUTHOR CAUTIONED AGAINST THE DANGER OF ASSUMING AN ALL-OR-NONE OR AN EITHER-OR STANCE BY POINTING OUT THE PITFALLS…

THE DEGREE OF SUCCESS THAT MIGHT BE EXPECTED FROM THE USE OF FOREIGN LANGUAGE RECORDS BY AN ELEMENTARY CLASSROOM TEACHER WITH LITTLE OR NO KNOWLEDGE OF THE LANGUAGE BEING TAUGHT WAS INVESTIGATED. TECHNIQUES AND PROCEDURES WERE OUTLINED IN A TEACHER'S MANUAL WRITTEN ESPECIALLY TO ASSIST THE TEACHER IN GUIDING CLASSES THROUGH THE LESSONS ON THE…

An ethnographic study of adult literacy classes in Egypt depicted rote recitation, copying, and dictation as forms of ritual that maintain social order. A sequence of framing, modeling, practicing, performing, and evaluating was followed. Focus was on correct performance rather than interpretation, comprehension, or critical evaluation. (SK)

This article presents an eclectic approach to spelling instruction, combining ideas from two basic methods: phonetic and memorization. Teaching procedures, student activities, and materials are suggested. A chart of the most basic reading/spelling generalizations is included. (SJL)

Ten principles to apply in teaching children to memorize basic facts are discussed. (MN)

An attempt to replace a tradition of theoretical rote memorization by objective-oriented learning is described, based on an experiment involving teaching anatomy to dental students at the Royal Dental College in Copenhagen. Both students and teachers favored this independent learning system. (Author/LBH)

Every spring, education-related newspaper and magazine stories raise the alarm that schools are "teaching to the test." Scores of articles and editorials paint a disheartening picture of frustrated teachers forced to abandon good instructional practices for a relentless stream of worksheets based on boring, repetitive test-preparation…

The article outlines the need to eliminate rote-learning and pure imitative strategies in second language learning, particularly in the areas of syntax and semantics. Theoretical foundations for this need are discussed, with reference to the coding hypothesis for memory functions in language learning. Results of experimental investigations are…

A survey indicated that British teachers still use vocabulary learning in second language instruction. These two studies suggested that 11-year-olds are quite capable of using the keyword method, modified for group presentation, to learn English meanings of French words and vice versa, for both immediate and delayed tests. (Author/SJL)

A Copy/Cover/Compare method of teaching multiplication facts to a sixth grade student with learning disabilities was evaluated. Results indicated that the Copy/Cover/Compare method was effective in increasing percent correct for the targeted multiplication facts. Practical implications of employing this drill and practice procedure in the…

The teacher as a "sage on the stage" is being eclipsed by the learning facilitator, or "guide on the side." While there is room for constructivist methodologies, the rage against expertise and repetitive or rote learning practices is misguided. Students deserve a chance to learn from real experts. (MLH)