Beginning Braille: A Whole Language-Based Strategy

1996 ◽  
Vol 90 (3) ◽  
pp. 184-189 ◽  
Author(s):  
G. Lamb
Keyword(s):  
Whole Language ◽  
Early Reading ◽  
Literacy Learning ◽  
Teaching Reading ◽  
Reading Behaviors ◽  
Language Philosophy ◽  
Reading And Writing ◽  
Critical Components

This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading. It presents examples of activities that are an effective vehicle for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with the special skills that are necessary for reading by touch.

Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 174-181 ◽  
Author(s):  
Mary Ellen Drecktrah ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Direct Instruction ◽  
Whole Language ◽  
General Educators ◽  
Teaching Reading ◽  
Students With Learning Disabilities ◽  
Philosophical Approach ◽  
Reading And Writing ◽  
Thematic Units

A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

Spelling, Phonology, and the Speech-Language Pathologist

1990 ◽  
Vol 21 (4) ◽  
pp. 238-243 ◽  
Author(s):  
Paul R. Hoffman
Keyword(s):  
Whole Language ◽  
Phonological Development ◽  
Spelling Development ◽  
Language Philosophy ◽  
Reading And Writing ◽  
Speech Language Pathologist ◽  
Phonological Knowledge ◽  
School Based ◽  
Language Strategies ◽  
Phonological Abilities

Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.

scholarly journals Engineering the future: teaching reading and writing at the Universidad Nacional de Entre Rios

2016 ◽  
Vol 69 (3) ◽  
pp. 173 ◽  
Author(s):  
Diana Monica Waigandt ◽  
Alicia Maria Noceti ◽  
Luz Marina Zapata
Keyword(s):  
Teaching Reading ◽  
Reading And Writing ◽  
The Future ◽  
Entre Rios

http://dx.doi.org/10.5007/2175-8026.2016v69n3p173Desde a década de 1990, na Argentina, tem havido uma preocupação considerável sobre se as instituições de ensino superior devem assumir a responsabilidade de ensinar habilidades acadêmicas a sua população estudantil ou se ambos os graduandos e graduados devem lidar com o processo de enculturação sem assistência. Embora acadêmicos pareçam ter chegado a um acordo e uma série de ações destinadas a facilitar o acesso dos estudantes universitários em suas comunidades de discurso alvo tenham sido apresentadas, ainda há um debate acalorado sobre a forma como a questão deve ser abordada. Neste artigo vamos descrever as iniciativas levadas a cabo em duas faculdades de engenharia (a Facultad de Ciencias de la Alimentación e a Faculdad de Ingeniería pertencente à Universidad Nacional de Entre Ríos) que abriram o caminho para a integração entre ensino e aprendizagem de habilidades de literacia acadêmica no currículo.

Learning Disabilities in Reading

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Reading Disabilities ◽  
Whole Language ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Assessment Process ◽  
Teaching Reading ◽  
Fluency And Comprehension ◽  
History Of ◽  
National Reading Panel ◽  
Components Of Reading

This chapter begins with a brief history of the controversy regarding teaching reading using the whole language versus phonics methods, including how these two teaching approaches affect students with reading disabilities. The development of reading skills is outlined, and the three interdependent components of reading as defined by the National Reading Panel are described (alphabetics, fluency, and comprehension). Various types of reading disabilities and their manifestations are illustrated with case studies. Emphasis is given to discussion of dyslexia and how it fits into an overall picture of reading disabilities. The chapter concludes with a description of the assessment process and intervention options for various types of reading difficulties.

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