Reading and Language Commons^™

Teaching Phonics Within A Whole Language Theoretical Orientation, Nancy Lynne Woodhead

Theses Digitization Project

No abstract provided.

Reading, Writing, And Metacognition: Theoretical Connections And Teaching Methods, Mary Ellen Cushman

Theses Digitization Project

Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

Ways To Enhance Comprehension And Vocabulary Within A Whole Language Framework, Leah M. Luke

Theses Digitization Project

Literature-based, whole language program -- comprehension and vocabulary development -- Intermediate grades.

Bridging The Curriculum Thematically: Nature And Literature Meet, Renee Semanski. Goodyear

Theses Digitization Project

Thematic units--Frogs, spiders, butterflies--Cuing systems (graphic, syntactic, semantic, pragmatic).

The Implementation Of Reading Recovery In Year Round Schools, Susan Elaine Knuth

Theses Digitization Project

Whole language approach--YRE.

Integrating Literature And Illustration In Seventh And Eighth Grade Language Arts Curriculum, Signe A. Buckley

Theses Digitization Project

Transitional theory of teaching reading -- Ezra Jack Keats -- Artistic elements of color, shape, and pattern -- Use of collage in creation of picture storybooks.

Parent Handbook For Emerging Literacy, Darlene Lucia Johnson

Theses Digitization Project

No abstract provided.

Integrating Literature Across The First Grade Curriculum Through Thematic Units, Diana Gomez-Schardein

Theses Digitization Project

Transformational theoretical model -- Literature-based thematic units -- Reading, writing, listening, and speaking.

Ivy Leaves, 1991-1992, Ivy Leaves Editorial Staff

Ivy Leaves

The 1992 edition of the Anderson College journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Forrest Christian Parker, Paige Andrews, James Campbell, Ali Wynn, Brenda DuBose, Teresa Culpepper, Michelle Hayes, Guy Kohn, Donnie Henderson, Lynn Smith, Doug Davison and Susan Wooten. Cover design by Teresa Culpepper.

Parent Involvement And Vocabulary Development In Kindergarten, Carolyn Eckerty

Masters Theses

A kindergarten teacher used action research to determine if the vocabulary growth of kindergarten students was influenced by parents being involved in the Tasks For Talented Parents (TFTP) program. A correlational study was conducted to determine the relationship between parent involvement and student's vocabulary development. Kindergarten students (N=58) were administered the Peabody Picture Vocabulary Test in August and November. Also in August and November each child's parent completed the parent questionnaire from the Tasks For Talented Parents program. The results indicated a moderate correlation between the answers on the parent questionnaire and the results of the PPVT-R. Results of the …

Role Of Imitation In Language Assessment Tests, Abha Gupta

Teaching & Learning Faculty Publications

A study investigated whether imitation plays a significant role in the acquisition of grammar. Three 6- to 8-year-old hearing-impaired children were administered the Grammatical Analysis of Elicited Language--Simple Sentence Level Test (GAEL), which is designed to evaluate hearing-impaired children's use of grammatical aspects of spoken and/or signed English. Subjects' verbal responses to the "imitated" component (in which subjects were asked to say just what the tester said) of the GAEL were transcribed and analyzed. Results indicated that imitated speech is neither longer nor grammatically more advanced than non-imitated, spontaneous speech. Findings suggest that the children produced "unique" language structures to …

Beginning Reading Instruction: Issues In Phonics And Modality Preferences, Debra A. Kelley

Masters Theses

This thesis reviews the major trends regarding the place of phonics in reading instruction since the 1950's and attempts to integrate current perspectives on phonics in regard to both classroom and individualized instruction. In the 1950's, instruction in the regular classroom tended to emphasize sight-words at the expense of word analysis or phonic skills. The mid-1960's classic study by Chall, Learning to Read: The Great Debate, documented the value of phonic instruction in beginning reading and led to later refinements regarding the place of phonics in beginning reading instruction.

The attempt to match individual children's preferred modality for learning …

Kidwatching Going Beyond The Language Of The Test, Abha Gupta

Teaching & Learning Faculty Publications

A study examined the linguistic forms in the discourse of speakers during a language test to indicate why they use certain specific forms over others. Ten children were given the Grammatical Analysis of Elicited Language--Simple Sentence Level Test (GAEL), a language proficiency test for hearing-impaired children in the age group of 4 to 8 years. Three students were videotaped during administration of the test, and the other students' final responses (omitting the intermediate discourse) were recorded. Some of the test items on which the maximum number of children deviated from the target response were analyzed for common traits and classified …