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This is Topic: Literacy
Following are the Articles published under this Topic.

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		Teaching Minority Students To Write Effectively
		6155 Reads Teaching Minority Students To Write Effectively Today, many beginning students in urban public colleges and technical schools are members of minority groups. Such is the case at New Jersey Institute of Technology, where I taught. To teach these high school graduates (many of whom have had very little writing practice) how to write a composition effectively, we had to dispel their fear of writing, give them something to write about to encourage them to write with success, and instill in each student self-confidence, dignity, and a sense of self-worth. Read more... (8602 bytes more)


		Open-Ended Questions in Reading
		10941 Reads Open-Ended Questions in Reading Open-ended questions focus on students' understanding, their ability to reason, and their ability to apply knowledge in less traditional contexts. Such questions can communicate levels of student achievement more clearly than multiple-choice items and give better guidance for instruction. Read more... (8758 bytes more)


		Guidelines for Computer-Assisted Reading Instruction
		7609 Reads Guidelines for Computer-Assisted Reading Instruction Discussions concerning computer use in education have rapidly passed through a number of phases. The first phase centered on the need for "computer literacy," generally defined as computer awareness and computer programming. At the height of the computer literacy debate, emphasis shifted to the role of the computer as a tool, and as a method for teaching problem solving. Most recently, attention among educators has turned to yet a third phase. This third phase addresses issues related to computer applications in support of the curriculum. Read more... (6033 bytes more)


		Prescription for Literacy: Providing Critical Educational Experiences
		5996 Reads Prescription for Literacy: Providing Critical Educational Experiences Specific kinds of educational experiences provided for children by both parents and teachers, from preschool through high school, can make a significant difference in their reading ability as young adults. Two national studies have recently confirmed the particular home, school, and extracurricular experiences that impact an individual's reading achievement over the course of development. These studies analyzed comprehensive data gathered from 3,959 high school students in 24 school districts across the U.S. The first study, the Kindergarten Reading Follow-up (KRF) Study, examined the long-term effects on children of being taught to read in kindergarten (Hanson and Siegel, 1988; 1991). Read more... (8783 bytes more)


		Helping Children Overcome Reading Difficulties
		10979 Reads Helping Children Overcome Reading Difficulties Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This digest will discuss children with reading difficulties and how these children can be helped to read and learn more effectively. Read more... (8676 bytes more)


		Whole Language in an Elementary School Library Media Center
		6309 Reads Whole Language in an Elementary School Library Media Center In a traditional or basic skills approach to education, learning is broken down into small pieces. Children are asked to learn these pieces and are rewarded for their behavior. Teachers diagnose what children know and then remediate by teaching them what they do not know. Social constructivism, reflected in the whole language approach, is very close to the opposite in its philosophical stance. Learning occurs through use of language and literature, not as a separate part of it. Texts are kept whole, not broken down into parts. Teachers observe and assess what children know and build upon their knowledge, designing a classroom environment and learning activities cooperatively with children so that they become internally motivated to learn. The goals of instruction are broader and address affective considerations. Whereas in a basic skills program the goal is to teach children how to read and write, the goal of a whole language curriculum is to help children become avid readers and writers, to develop a love of learning. Read more... (9480 bytes more)


		Punctuation: Less Is More?
		6344 Reads Punctuation: Less Is More? The original purpose of punctuation was elocutionary; oral reading, after all, was the medium for communicating written discourse. But as silent reading became common (after the invention of the printing press) a syntactic purpose evolved. These different--and mixed--purposes existed side by side for some time. The elocutionary purpose was illustrated by Elizabethan drama and PILGRIM'S PROGRESS, and the syntactic purpose was illustrated by Bacon's essays. Read more... (9292 bytes more)


		What Is Linguistics?
		6404 Reads What Is Linguistics? Linguistics is the study of language. Knowledge of linguistics, however, is different from knowledge of a language. Just as a person is able to drive a car without understanding the inner workings of the engine, so, too, can a speaker use a language without any conscious knowledge of its internal structure. Conversely, a linguist can know and understand the internal structure of a language without actually speaking it. Read more... (13629 bytes more)


		Early Literacy Instruction: Research Applications in the Classrooms
		8648 Reads Early Literacy Instruction: Research Applications in the Classrooms Research overwhelmingly reveals that the early childhood years are the single most important period of time during which literacy development occurs in a person's life (National Association for the Education of Young Children, 1998; Slegers, 1996). However, philosophical and methodological differences exist regarding how best to instruct and encourage young children to read and write. Teaching reading and writing to young children in American has always been an area of controversy and debate (Teale & Yokota, 2000), and it remains so today. The purpose of this Digest is to review various studies and to identify essential elements of effective early literacy classroom instruction. Read more... (11689 bytes more)


		Measuring the Nation's Literacy: Important Considerations
		5017 Reads Measuring the Nation's Literacy: Important Considerations. ERIC Digest. For more than a decade, politicians, pundits, leaders of industry, and educators have lamented the "literacy crisis" in the United States. Various reports and surveys have been cited offering conflicting data on the extent of illiteracy, but generally agreeing that illiteracy rates are alarmingly high, particularly among immigrants and language minorities. In 1982, for example, the English Language Proficiency Survey (ELPS) placed the non-literate U.S. adult population at between 17 and 21 million; 7 million of that group were from homes where a language other than English was spoken (U.S. Dept. of Education, NIE, 1986; National Clearinghouse on Literacy Education, 1991). Read more... (9850 bytes more)

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		ADD, ADHD, Literacy, ESL, Special Ed, Bilingual Ed, Gifted, Health Ed, Early Childhood Education

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