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Mahzoon-Hagheghi, Masomeh; Yebra, Roxie; Johnson, Robin D.; Sohn, Lucinda N. – Texas Journal of Literacy Education, 2018
The purpose of this article is to provide preservice and new STEM teachers with an understanding of the benefits of using science trade books to foster comprehension of the science content in the classroom and explain how to supplement science instruction with children's literature. By using children's literature in the science classroom, students…
Descriptors: Science Instruction, Teaching Methods, Childrens Literature, Literacy
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Johns, Jerry L.; Wilke, Kristine H. – Texas Journal of Literacy Education, 2018
This is a practical article for teachers in the primary grades and for other teachers and reading specialists whose students experience difficulty responding automatically to high-frequency words. In this article, we will begin by providing some helpful information about vocabulary and high-frequency words in particular. You will learn why…
Descriptors: Word Frequency, Word Study Skills, Reading Consultants, Elementary Education
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Isabelle, Aaron – Language and Literacy Spectrum, 2015
Concept mapping has long been used an assessment tool by educators to illustrate students' conceptual development of a topic over time. In this article, we chronicle the use of concept maps in a language arts environment. Focusing on a literacy tutoring program for struggling readers/writers centered on hands-on science experiments, we explain how…
Descriptors: Concept Mapping, Concept Formation, Language Arts, Writing Instruction
Taymans, Juliana – National Institute for Literacy, 2010
Approximately 3 million adults attend a variety of federally funded adult education and training programs. A noticeable number of these individuals have either diagnosed or undiagnosed learning disabilities (LD). For some, their adult education experience, based on effective instruction and respectful relationships, provides the preparation they…
Descriptors: Intervention, Learning Disabilities, Adult Education, Learning Modules
MacArthur, Charles A.; Alamprese, Judith A.; Knight, Deborah – National Institute for Literacy, 2010
"Making Sense of Decoding and Spelling: An Adult Reading Course of Study" is an evidence-based course of study designed to teach adult learners to decode and spell words more accurately and fluently. It is designed to be used as one component of a comprehensive adult reading course. The target population for the course is adult basic education…
Descriptors: Adult Basic Education, Adult Reading Programs, Adult Learning, Adult Students
Goodson, Barbara; Layzer, Carolyn – National Institute for Literacy, 2009
This paper is intended for early childhood caregivers--teachers in centers and those caring for children in homes. It is intended to help caregivers learn more about how children develop the ability to "use words" to communicate their thoughts and needs and ask questions, and to "understand language they hear" in conversations and in books. Why is…
Descriptors: Preschool Children, Interpersonal Communication, Oral Language, Language Skills
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Jacobson, Julie; Lapp, Diane; Flood, James – Journal of Adolescent & Adult Literacy, 2007
For English-language learners, comprehension can be hindered by a lack of understanding of homonyms, homophones, and homographs, but the right instructional strategies can alleviate this problem. Following a discussion of issues such as the importance of being aware of a student's literacy skills in his or her home language and the need to…
Descriptors: Form Classes (Languages), Vocabulary, Teaching Methods, Grammar
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Nimmon, Laura; Begoray, Deborah – Adult Basic Education and Literacy Journal, 2008
Photonovels look like comic books but contain photographs instead of drawings. Because photonovels combine pictures and everyday language, adult ESL learners can use them to communicate their thoughts and ideas. Photonovels can also be an aid in learning spoken and written English. This article describes a photonovel project that one of the…
Descriptors: English (Second Language), Novels, Photography, Visual Aids
Curtis, Mary E.; Kruidenier, John R. – National Institute for Literacy, 2005
Teaching reading is a complex undertaking, especially when the learner is an adult. Unlike children, adult learners cannot spend several hours in a classroom every day. Given the complexity of the task, what methods should educators use to help adult learners make substantial gains in their reading skills? This booklet summarizes the emerging…
Descriptors: Reading Research, Reading, Reading Skills, Adult Students
National Institute for Literacy, 2005
More than ever, educators are expected to make decisions that guarantee quality instruction. As knowledge emerges, so do philosophies, opinions, and rhetoric about definitions of instructional excellence. From policy makers to classroom teachers, educators need ways to separate misinformation from genuine knowledge and to distinguish scientific…
Descriptors: Teaching Methods, Scientific Research, Textbook Content, Robustness (Statistics)
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Townsend, Jane S.; Pace, Barbara G. – Journal of Adolescent and Adult Literacy, 2005
The authors examine classroom discussions of Hamlet in two distinct and separate contexts. They display contrasting patterns of discourse to highlight the influence of a classroom's interpretive norms on students' opportunities for critical readings of literature. The excerpts of classroom talk focus on how two teachers and their students…
Descriptors: Classroom Environment, Context Effect, Discussion (Teaching Technique), Critical Thinking
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Fisher, Douglas; Frey, Nancy – Journal of Adolescent & Adult Literacy, 2003
Considers how a systematic approach to writing instruction would increase students' performance in both writing and reading. Notes that teachers should connect their reading and writing activities in meaningful ways because reading and writing are reciprocal and mutually reinforcing. Describes use of a "gradual release" model in which teachers…
Descriptors: Class Activities, Curriculum Design, Instructional Innovation, Reading Difficulties
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Pace, Barbara G. – Journal of Adolescent & Adult Literacy, 2003
Considers how student resistance to literary characters who violate stereotypes can shape the meanings constructed within the interpretive community of the classroom. Concludes that because negative student responses can limit the potential of literature to illuminate human experiences, they must become a formal part of the curriculum, another…
Descriptors: Characterization, Curriculum Development, Interpretive Skills, Literature Appreciation
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Katz, Claudia Anne; Boran, Karen; Braun, Timothy J.; Massie, Mary J.; Kuby, Sue Ann – Journal of Adolescent & Adult Literacy, 2003
Describes an integrated thematic unit designed for readers in grades 8 to 10. Contains a four- to six-week plan that encompasses reading strategies, inquiry projects, and assessment tools and includes an activity map (based on Jennifer Armstrong's "Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the…
Descriptors: Class Activities, Evaluation Methods, Inquiry, Reading Instruction
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Francis, Michelle Andersen; Simpson, Michele L. – Journal of Adolescent & Adult Literacy, 2003
Investigates college students' beliefs about vocabulary knowledge and acquisition. Explains the study and how the findings have modified how the authors teach vocabulary to their students. Provides some concrete ways to help students learn new words and to use them in meaningful ways in order to improve reading comprehension and fluency. (SG)
Descriptors: College Students, Higher Education, Instructional Improvement, Reading Comprehension
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