Computers in the Language Arts - Elementary
Greetings. The following materials are intended to provide an introduction to Computers in the Language Arts in Elementary Education. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Fang Fang
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Carol Hurst's Children's Literature Site
Teaching Early Childhood Language Arts and Technology
Reading/Language Arts: Grade 3 Online Lesson Plans
Educational Journals: Language Arts (K-12)
Elementary Education/Language Arts - Reading Software for Immediate Success
Educational Resource Links for Language Arts
Apple K-12 Effectiveness Reports
Using Microcomputers in Elementary Language Arts Instruction
Laptops Change Curriculum
Introduction to computers and the Internet
One Computer Classroom Webquest
Internet Discussion Groups
Listservs and Usenet Groups for the teaching of Language Arts
Citations from the ERIC Database
AN: EJ620691
AU: Johnson,-Tania-M.; Majors,-Susan
TI: E-Classroom: Silly Sentences & Cybertravel.
PY: 2001
SO: Instructor-; v110 n5 p75 Jan-Feb 2001.
DEM: *Computer-Uses-in-Education
DER: Elementary-Education; Geography-; Language-Arts; Sentences-; Teaching-Methods; World-Wide-Web
AB: Presents suggestions from two elementary teachers on easy, technology-based learning activities. The first activity involves using the computer to unscramble words and cut and paste them into a sentence. The second activity involves developing web pages of various important parks and other locations to which students can plan and conduct virtual trips. (SM)
AN: EJ637986
AU: Benenson,-Gary
TI: The Unrealized Potential of Everyday Technology as a Context for Learning.
PY: 2001
SO: Journal-of-Research-in-Science-Teaching; v38 n7 p730-45 Sep 2001.
NT: Special section: The Interdependence of Scientific and Technological Literacy.
DEM: *Standards-; *Technology-Education
DER: Computer-Software; Curriculum-Development; Elementary-Education; Language-Arts; Learning-Processes; Mathematics-Education; Relevance-Education; Science-Education; Social-Studies
AB: Technology education should play a far more substantial role in schools. Defines the term technology and presents a comprehensive set of goals for elementary technology education. (Contains 30 references.) (Author/YDS)
AN: EJ582239
AU: Treadwell,-Stephani
TI: Meeting Individual Needs by Customizing Standard Software.
PY: 1999
SO: MultiMedia-Schools; v6 n1 p34-37 Jan-Feb 1999.
DEM: *Computer-Uses-in-Education; *Courseware-; *Media-Adaptation
DER: Elementary-Education; Elementary-School-Mathematics; Language-Arts; Learning-Processes; Mathematics-Instruction; Student-Attitudes; Word-Processing
AB: Describes how to customize standard computer-software programs for use with elementary school students. Explains language-arts projects, especially the use of word processing; discusses children's procedures and attitudes; and describes the use of a draw program to create customized learning processes, particularly with mathematics. (LRW)
AN: EJ592332
AU: Oh,-Paul
TI: E-Classroom. Add a Little Spice...
PY: 1999
SO: Instructor-; v108 n8 p75-76 May-Jun 1999.
DEM: *Language-Arts; *Multimedia-Materials; *Social-Studies
DER: Childrens-Literature; Computer-Uses-in-Education; Current-Events; Educational-Technology; Elementary-Education; Internet-; Reading-Rate; Reading-Skills; Videotape-Recordings
AB: Presents multimedia tools to enhance language arts and social studies lessons. These include stories on video; a computer program for increasing reading speed; and Educast, a free online service that gives teachers access to up-to-the-minute news along with extension activities and Internet-based, cross-curricular lesson plans. (SM)
AN: ED419512
AU: Cummings,-Christen-A..
TI: Teacher Attitudes and Effective Computer Integration.
PY: 1998
NT: Master's Research Paper, University of Virginia.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED419512
DEM: *Computer-Assisted-Instruction; *Computer-Attitudes; *Computer-Uses-in-Education; *Elementary-Education; *Teacher-Attitudes
DER: Curriculum-Development; Educational-Technology; Surveys-; Teaching-Methods
AB: This paper examines how well teachers are integrating computers across their curriculum. A survey was distributed to elementary school teachers who taught kindergarten through fifth grade (six teachers for each grade, except kindergarten which had three). A total of 60 survey questions measured teachers' impressions of their affect, knowledge, level of computer usage in the content areas, instructional preparation, and school settings. Overall, a majority of the teachers surveyed stated they did not like to teach with technology. Primary teachers have a high level of integration with language arts, science, and math; however, they have a low integration level with social studies, health, art and music. Forty-four percent of primary and 50% of upper grade teachers use the computer for drill-and-practice games. Both primary and upper grade teachers state they have the knowledge to be effective technology integrators. A majority of them blame time as the greatest barrier to their successful integration of computers. Implications for pre-service and in-service teachers and present and future research are discussed. (AEF)
AN: EJ563022
AU: Moersch,-Christopher
TI: Enhancing Students' Thinking Skills: Exploring Model Technology-Integration Sites.
PY: 1998
SO: Learning-and-Leading-with-Technology; v25 n6 p50-53 Mar 1998.
DEM: *Computer-Assisted-Instruction; *Educational-Technology; *Learning-Activities
DER: Constructivism-Learning; Elementary-Education; Middle-Schools; Thinking-Skills
AB: Examines ways to integrate technology into social studies, science, mathematics, and language arts. Describes model elementary and middle-school classrooms in which technology is used to investigate the concept of property, study soil porosity and the water cycle, run a student store, and promote environmental activism. (PEN)
AN: ED416438
AU: McCallum,-Richard-D.; McGrath,-Owen-G.; Rusch,-Jeffrey-B.
TI: Instructional Applications of Internet Technology: Teacher Training in the Language and Literacy MOO.
CS: International Reading Association, Newark, DE.
PY: 1998
SO: Reading-Online; 1998.
AV: http://www.readingonline.org
NT: "Reading Online" is a purely electronic journal. It is published by the International Reading Association and made available via the IRA web site (cited below). The journal is published "continuously" and does not use volume or issue/number designations.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED416438
DEM: *Educational-Technology; *Internet-; *Role-Playing; *Teacher-Education
DER: Computer-Mediated-Communication; Elementary-Education; Higher-Education; Language-Arts; Program-Descriptions
AB: This paper describes an application of MOOs (meeting places for role-playing on the Internet) in the Advanced Reading and Language Literacy Program (ARLLP) at the University of California, Berkeley, and considers how the project has changed thinking about technology and its role in teacher education programs. The paper describes an ongoing pilot project, begun in the Spring of 1996, which explores how new Internet-based communication environments like the World Wide Web and MOOs can be used to further the objectives of teacher education programs. The project centers around the creation in cyberspace of "Graceland Elementary School" and an open house where community members can visit rooms created by ARLLP students. These rooms reflect students' ideal literacy classrooms. The paper provides examples of the characters involved, the rooms themselves, and the actual dialogue during the open house. Other issues, including technical requirements and training, are also presented. The project convinced developers that the main focus of instruction in technology should be in terms of the Internet and applications such as MOOs, and that drill and practice software should play only a minor role in instruction. Contains 22 references. (RS)
AN: EJ547229
AU: Wilson,-Timothy-L.-Y.; Fite,-Kathy
TI: Integrating the Language Arts Curriculum with Computer Applications in Mathematics.
PY: 1997
JN: Reading-Improvement; v34 n2 p66-70 Sum 1997
DE: Educational-Trends; Elementary-Education; Instructional-Effectiveness
DE: *Computer-Assisted-Instruction; *Computer-Software; *Integrated-Curriculum; *Language-Arts; *Mathematics-Instruction
AB: States that current trends encourage the integration of the curriculum which provides challenges for software programs that have been considered in other curricular areas. Finds that word processing software programs have the capability to not only enhance the mathematics program but also to integrate language arts into this instruction. (PA)
AN: EJ541590
AU: Allen,-Denise
TI: On-Screen Writing. Teaching with Technology.
PY: 1997
JN: Teaching-Pre-K-8; v27 n5 p18,23-24 Feb 1997
DE: Classroom-Techniques; Computer-Software-Selection; Elementary-Education; Instructional-Effectiveness; Language-Arts; Microcomputers-
DE: *Class-Activities; *Computer-Assisted-Instruction; *Computer-Software-Reviews; *Instructional-Materials; *Writing-Instruction
AB: Reviews three computer software programs that can enhance children's story writing: (1) Sunbuddy Writer; (2) Sierra's School House; and (3) Snoopy's Campfire Stories. Describes the capabilities and features of each program as well as the possibilities for expansion. (AA)
AN: EJ538523
AU: Ajello,-Tracey-S.; And-Others
TI: Idea Notebook. Quick Activities for Every Teacher.
PY: 1997
JN: Instructor; v106 n5 p16-17,22-25 Jan-Feb 1997
DE: Computer-Assisted-Instruction; Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; History-Instruction; Language-Arts; Mathematics-Instruction; Picture-Books; Science-Instruction; Student-Developed-Materials; Teacher-Developed-Materials; Writing-Composition
DE: *Bulletin-Boards; *Class-Activities; *Classroom-Techniques; *Educational-Games
AB: Teachers' ideas for quick classroom activities include creating a garden-in-winter bulletin board, writing a science story, playing a Valentine's game, graphing vowels, averaging students' sizes, creating lifesize figures of historical people, making picture books, creating an idiom bulletin board, and sending school valentines to local hospitals. (SM)
AN: EJ530115
TI: Staff-Development Folder. What Works in Reading.
PY: 1996
JN: Learning; v24 n6 p27-30 May-Jun 1996
DE: Computer-Assisted-Instruction; Computer-Software; Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; Faculty-Development; Standards-; Teacher-Improvement; Teacher-Responsibility; Teaching-Methods; Videotape-Recordings
DE: *Language-Arts; *Reading-Instruction; *Student-Motivation
AB: A pull-out folder presents the latest information and resources about teaching reading. After offering statistics about reading and reading instruction, the folder examines National Council of Teachers of English and English/International Reading Association standards, explains how to nurture a love of reading in students, and offers resources for further information. (SM)
AN: EJ520927
AU: Wayman,-Martine; And-Others
TI: Quick Starts.
PY: 1995
JN: Instructor; v105 n3 p14-18,20-23 Oct 1995
AV: UMI
DER: Classroom-Techniques; Computer-Software-Selection; Creative-Teaching; Cultural-Awareness; Elementary-Education; Elementary-School-Teachers; Geography-Instruction; Grammar-; Journal-Writing; Parent-Participation; Poetry-; Reading-Instruction; Social-Studies; Spelling-Instruction; Testing-
DEM: *Class-Activities; *Computer-Assisted-Instruction; *Language-Arts; *Mathematics-Instruction; *Student-Evaluation; *Writing-Instruction
AB: Five short articles and sidebars present elementary classroom tips, a Westward Movement simulation, technology in the classroom, parental involvement, student assessment, celebrating National Book Week, celebrating Geography Awareness Week, writing contests, antiviolence programs, map making, selecting software, monthly celebrations, a mathematics game, cultural education, sharing circles, and language arts. (SM)
AN: EJ513391
AU: Guthrie,-Larry-F.; Richardson,-Susan
TI: Turned on to Language Arts: Computer Literacy in the Primary Grades.
PY: 1995
JN: Educational-Leadership; v53 n2 p14-18 Oct 1995
AV: UMI
DER: Phonics-; Primary-Education; Program-Descriptions; Thematic-Approach; Whole-Language-Approach
DEM: *Computer-Assisted-Instruction; *Computer-Literacy; *Integrated-Learning-Systems; *Language-Arts; *Writing-Strategies
AB: Describes Apple Computer's Early Language Connections (ELC) program. Designed for K-2 grades, ELC integrates Macintosh computers, children's literature, instructional software, and other curriculum materials, including sample lessons constructed around thematic units. The literature-based product uses a whole-language approach (with phonics activities) and provides teacher training. (MLH)
AN: EJ501968
AU: Allen,-Denise
TI: Teaching with Technology. Software That's Right for You.
PY: 1995
JN: Teaching-PreK-8; v25 n8 p14-17 May 1995
AV: UMI
DER: Computer-Software-Reviews; Computer-Uses-in-Education; Elementary-Education; Reading-Instruction; Sciences-; Writing-Instruction
DEM: *Computer-Assisted-Instruction; *Computer-Software; *Language-Arts; *Mathematics-
AB: Recommends software to help teachers plan curriculum in the areas of comprehensive language arts ("Cornerstone"); writing and information ("Keroppi Day Hopper"); creative writing and imagination ("Imagination Express"); reading ("Jo-Jo's Reading Circus"); math ("Careers in Math: From Architects to Astronauts") and nature ("Eyewitness"). Provides details of each program and addresses to contact for more information. (BAC)
AN: ED380952
AU: Cawley,-Carol; And-Others
TI: Journeys and Destinations: The Challenge of Change. A Language Arts Unit for Grades 2-3.
CS: College of William and Mary, Williamsburg, Va. School of Education.; Washington-Warren-Hamilton-Essex Counties Board of Cooperative Educational Services, Hudson Falls, NY. Southern Adirondack Educational Center.
PY: 1995
AV: College of William & Mary, School of Education, Center for Gifted Education, 232 Jamestown Rd., Williamsburg, VA 23185 ($20 plus 10% shipping and handling).
NT: 184 p.
PR: EDRS Price - MF01/PC08 Plus Postage.
DER: Computer-Software; Critical-Thinking; Individual-Development; Inquiry-; Interdisciplinary-Approach; Interpersonal-Relationship; Lesson-Plans; Memory-; Primary-Education; Student-Educational-Objectives; Student-Evaluation; Teaching-Models
DEM: *Change-; *Gifted-; *Language-Arts; *Literature-Appreciation; *Units-of-Study
AB: This unit of study for high-ability language arts students in grades 2-3 uses an inquiry-based approach to investigate literature in an interdisciplinary curriculum. The guiding theme of the unit is the recognition of change as a concept that affects people and their relationships as well as the world around them. The unit provides the vehicle for student participation in activities that elicit examination of physical and behavioral changes in individuals and in relationships. An open-ended approach to the discussion process emphasizes the search for meaning in literature. Vocabulary and grammar development supports the readings as well. Students consider the role of memory in their lives, through writing about memories and through research on the role of technology in preserving memories. The unit is designed to improve students' critical reasoning related to comprehension of the main idea of a selection, understanding of the concept of change, and supporting an answer with valid reasons. This guide presents goals and outcomes, a list of student readings, an assessment model, a paper analyzing the concept of change, teaching models, 21 lesson plans, assessment forms, a list of almost 100 works taught in the unit and resource materials used in its development, an annotated bibliography of 28 items on the concept of change, and a list of 41 computer software resources. (JDD)
AN: ED364914
AU: Hennings,-Dorothy-Grant
TI: Communication in Action: Teaching the Language Arts. Fifth Edition.
PY: 1994
AV: Orders, Houghton Mifflin Company, Wayside Rd., Burlington, MA 01803 ($38.97).
NT: 525 p.
PR: Document Not Available from EDRS.
DER: Childrens-Literature; Critical-Thinking; Educational-Philosophy; Elementary-Education; Language-Acquisition; Listening-Skills; Multicultural-Education; Writing-Processes
DEM: *Integrated-Activities; *Language-Arts; *Reading-Instruction; *Speech-Communication; *Teaching-Methods; *Writing-Instruction
AB: By adopting a child-centered approach, this book provides a knowledge base and ideas for prospective language arts or combined language arts and reading teachers to engage children in actively thinking and communicating in the classroom. New in the fifth edition of this book are: thematic units that provide models for constructing lessons using literature; a focus on teaching critical thinking with practical applications; coverage of an interactive-constructive model of reading and classroom implications; and increased coverage of both diversity and assessment. Chapters in the book are: (1) Teaching for Communication: A Natural Approach to the Language Arts; (2) Diversity in the Multicultural, Mainstreamed Classroom: Meeting the Social and Language Needs of All Children; (3) Language and Children's Language Developme
NT: Where Communication Is Action; (4) Literature in the Language Arts: Where Childhood Dreams Are Twined; (5) Listening for Meaning: Learning to Listen and Listening to Learn; (6) Creative Oral Communication: Expressing Stories and Poems; (7) Functional Oral Communication: Conversing and Reporting; (8) From Experiencing to Critical Thinking: Reflecting, Writing, and Reading Together; (9) Writing as Idea Making: Creative Thought in Action; (10) Writing Processes: The Child Writer as Author; (11) Language Patterns, Usage, and Grammar: Managing Ideas; (12) Spelling, Dictionary Use, and Handwriting: Tools of the Editor's Craft; and (13) Reading for Meaning: Learning to Read and Reading to Learn. A discussion of integrated language arts activities, a list of Caldecott and Newbery award-winning books from 1961 to 1993, a bibliography of subject indexes of children's books useful in building literature-based and content-area units, and a checklist to evaluate educational software are attached. (RS)
AN: ED364194
AU: Benaloh,-Laurie-A.
TI: Teaching Styles and Instructional Software.
PY: 1993
NT: 24 p.; Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).
PR: EDRS Price - MF01/PC01 Plus Postage.
DER: Comparative-Analysis; Computer-Software-Development; Educational-Research; Elementary-School-Science; Evaluation-; Grade-5; Inservice-Teacher-Education; Intermediate-Grades; Language-Arts; Social-Sciences; Teacher-Student-Relationship
DEM: *Cognitive-Style; *Computer-Assisted-Instruction; *Courseware-; *Teaching-Styles
AB: This research was an exploratory study of which teachers, students, and teacher-student combinations benefit most from a particular aspect of computer-assisted instruction. The study is based on teacher and student evaluations of different teaching styles while using instructional software. Three teaching styles (monitoring, coordinating, and mediating) were used with each of three software packages in three fifth grade classes. The classroom teachers and 18 students, selected to represent differing preferred learning styles, were interviewed about the advantages and disadvantages of each style/software dyad. Contrary to expectations, the effectiveness of the three styles did not seem to depend on the primary instructional style of the teacher or on the preferred learning styles of the students. Rather, the results suggested that, for optimal effectiveness, all three styles should be used with every instructional software program. The mediating style provides a demonstration of the software, allows the teacher to highlight the important concepts, and shows the students what achievement is possible. Coordinated activities provide additional time and contexts for students to learn the concepts. The monitoring style allows students to work with the concepts at their own pace. Demonstrating these styles to teachers in their classes seemed very useful for encouraging them to use the styles themselves. (Contains 52 references.) (Author/KRN)
AN: ED358473
AU: Borthwick,-Arlene-Grambo
TI: Effects of Keyboarding/Typewriting on the Language Arts Skills of Elementary School Students.
PY: 1993
NT: 45 p.; Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).
PR: EDRS Price - MF01/PC02 Plus Postage.
DER: Computer-Assisted-Instruction; Elementary-Education; Elementary-School-Students; Keyboarding-Data-Entry; Motivation-Techniques; Reading-Improvement; Writing-Improvement; Writing-Skills
DEM: *Language-Arts; *Typewriting-; *Word-Processing
AB: Forty-one research studies completed between 1929 and 1983 investigated the effects of typewriting on the development of children's language arts skills. Information about each of the studies was entered in a Lotus 1-2-3 database containing 43 fields. Effect sizes were calculated for 21 studies. The collected evidence suggests a small positive effect of the use of typewriters on reading, word identification, syntax, and spelling skills. The study reveals a greater potential positive effect on the development of writing skills. Subjective reports favored the typewriter as a motivating tool. Students in the primary grades can be expected to profit most from typewriting; touch typing yielded no more significantly positive results than the hunt-and-peck method. Increased access to computer applications software in the classroom makes efficient use of the keyboard an issue. Since time spent in keyboarding/typewriting instruction and practice during the school day has--at the least--no ill effects on academic achievement, concern about scheduling constraints may be alleviated. (Six tables of data and four figures are included. A 55-item bibliography is attached.) (SAM)
AN: EJ474809
AU: Clements,-Douglas-H.; Meredith,-Julie-S.
TI: Research on Logo: Effects and Efficacy.
PY: 1993
JN: Journal-of-Computing-in-Childhood-Education; v4 n3-4 p263-90 1993
AV: UMI
DER: Early-Childhood-Education; Elementary-Education; Emotional-Development; Language-Arts; Mathematics-Education; Problem-Solving; Social-Development
DEM: *Computer-Assisted-Instruction; *Computer-Software-Evaluation; *Educational-Research; *Influences-
AB: Reviews research involving the LOGO computer programming language and its effect on children's achievement in mathematics, language arts, and problem solving, as well as social-emotional development. Identifies some of the unique characteristics of LOGO that may contribute to student learning. (MDM)
AN: ED349538
AU: Loar,-Dorothy-M.
TI: A Study of the Achievements of Pre-School, Kindergarten, First and Second Grade Children Using a Computerized Reading and Language Arts Program.
PY: 1992
NT: 17 p.; Paper presented at the World Congress of the World Organization for Early Childhood Education (20th, Flagstaff, AZ, August 3-4, 1992).
PR: EDRS Price - MF01/PC01 Plus Postage.
DER: Instructional-Innovation; Primary-Education; Reading-Research; Teaching-Methods
DEM: *Computer-Assisted-Instruction; *Language-Arts; *Multimedia-Instruction; *Reading-Instruction; *Reading-Strategies
AB: "Your Word Box!" is a computerized reading and language arts implementation of "In Context!", a comprehensive reading method which provides a multi-media approach to teaching children how to read and understand grammar. The method attempts to furnish a rich environment with a wide variety of teaching modes, in a contextual approach combining graphics, text, animation, and human voice. A study employing "Your Word Box!" examined the reactions and achievements of pre-school, kindergarten, first, and second grade children using the program. Results indicated that the program: (1) captured the children's attention because it combined pictures, human voice, and text while allowing them to actively participate with their hands and with verbal responses; (2) satisfied their innate curiosity; (3) provided them with the discovery of organization in verbal material; (4) helped them to distinguish between graphic displays of objects and letters; (5) increased their attention span, powers of concentration, and perception; and (6) presented and reinforced relationships among the learned nouns, verbs, and adjectives. (PRA)
AN: ED345252
AU: Howard,-Katrena-C.; And-Others
TI: Writing Express: An Evaluation of a Follow-Up Program to Writing To Read.
PY: 1992
NT: 30 p.; Paper presented at the Annual Meeting of the American Educational Research Association (73rd, San Francisco, CA, April 20-24, 1992).
PR: EDRS Price - MF01/PC02 Plus Postage.
DER: Computer-Literacy; Grade-2; Language-Arts; Primary-Education; Program-Evaluation; Spelling-; Teacher-Attitudes; Writing-Research
DEM: *Program-Effectiveness; *Writing-Instruction
AB: A study investigated the effectiveness of the Writing Express program (similar to the "Writing to Read" program, but with the distinction that students write in their second-grade classrooms and follow thematic maps integrated into the regular classroom curriculum). All 895 second-grade students in six Writing Express schools and 6 non-Writing Express schools were pre- and post-tested in writing and spelling using researcher-developed measures. Researchers observed all of the 23 experimental classrooms shortly after the program was implemented and again toward the end of the school year to identify any improvements or changes. A questionnaire was administered to all teachers in the program. Results indicated that: (1) the program did not make a significant contribution to posttest scores in spelling, writing, vocabulary, reading, or total language scores; (2) differences in posttest scores among students in both the experimental and control schools were explained by their pre-spelling and pre-writing scores; (3) teachers felt that the majority of students made significant gains in the overall program goals of written expression, reading skills, spelling, and computer literacy; (4) teachers expressed a need for follow-up training to enable them to implement the program effectively; (5) teachers need more guidance in teaching writing as a process; (6) students rarely revised their work; (7) teachers were rarely observed facilitating students' writing development; (8) teachers and students had positive attitudes about the program in general; (9) students enjoyed writing at the computer; and (10) students were familiar with word processing and basic computer technology skills. (Six tables of data are included.) (RS)
AN: ED361696
AU: Templeton,-Shane
TI: Teaching the Integrated Language Arts.
PY: 1991
AV: Houghton Mifflin Company, Order Dept., Wayside Rd., Burlington, MA 01803 ($49.96 plus state sales tax plus $3 postage/handling.)
NT: 610 p.
PR: Document Not Available from EDRS.
DER: Classroom-Techniques; Creative-Dramatics; Elementary-Education; Grammar-; Reading-Processes; Spelling-Instruction; Student-Evaluation; Vocabulary-Development; Whole-Language-Approach; Writing-Processes
DEM: *Integrated-Curriculum; *Language-Arts; *Reading-Instruction; *Writing-Instruction
AB: Based on the premise that elementary students must be engaged in frequent reading, writing, and speaking throughout all areas of an integrated curriculum, this book is intended for a first course in language arts for preservice teachers. The book can also be used for courses in which reading and language arts theory and methods are combined. The book includes a number of features to help students: focusing questions at the beginning of each chapter address major concepts that students should acquire; classroom examples illustrate teaching in action; annotated bibliographies appear directly within chapters and list children's literature and professional resources; and "expand your teaching repertoire" lists provide in-depth walk-throughs of instructional strategies and activities. Chapters in the book are: (1) The Language Arts: Content and Context; (2) Thought and Language; (3) Our Language Heritage; (4) Classroom Organization and Management; (5) The Teaching of Listening, Speaking, and Creative Dramatics; (6) The Processes and Development of Reading and Writing; (7) The Teaching of Writing; (8) The Teaching of Reading; (9) Responding to Literature through Reading and Writing; (10) The Teaching of Vocabulary and Spelling; (11) The Teaching of Grammar and Handwriting; (12) Assessment and Evaluation of Students' Instructional Needs; and (13) Diversity in the Language Arts Classroom. Appendixes include a list of frequently occurring affixes and word stems; scopes and sequences for grammatical elements, elements of usage, and mechanics; and a list of recommended computer software for the language arts. (RS)
AN: ED335635
AU: Decker,-Barbara-C.
TI: Early Literacy Instruction with Computers and Whole Language: An Evaluation of the Writing-To-Read Computer Program with Disadvantaged Minority Children.
PY: 1991
NT: 11 p.; Paper presented at the Annual Meeting of the International Reading Association (36th, Las Vegas, NV, May 6-10, 1991).
PR: EDRS Price - MF01/PC01 Plus Postage.
DER: Analysis-of-Variance; Elementary-Education; Elementary-School-Students; Language-Arts; Reading-Research
DEM: *Computer-Assisted-Instruction; *Minority-Group-Children; *Reading-Instruction; *Reading-Writing-Relationship; *Whole-Language-Approach
AB: A study examined the effectiveness of the Writing-to-Read Computer Program in elementary school language arts education. The program is designed to teach children to read through interacting with a computer by learning sound/symbol relationships and by composing stories. First through fourth graders from predominantly black, urban schools and from a rural, racially integrated school were tested in vocabulary, reading recognition, reading comprehension, and language subtests of the Metropolitan Achievement Test, and in the reading, language, and spelling subtests of the California Achievement Test. Results indicated that the Writing-to-Read Program produced significant gains in language and spelling which hold up over time. However, it did not seem to influence reading ability. Traditionally, poor language skills have been seen as a detriment to normal development in reading yet the children in this study had strong language scores. Results also suggest that if these children had a whole language start in reading instruction beginning in kindergarten, the children's scores in reading would improve dramatically. (Three tables of data are included.) (PRA)
AN: ED332669
AU: Siegel,-Ellen
TI: Wacky Words for Traveling Tales: Logo Applications in Language Arts.
CS: International Society for Technology in Education, Eugene, OR.
PY: 1991
AV: International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403-1923.
NT: 143 p.
PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
DER: Computer-Software; Dictionaries-; Educational-Environment; Elementary-Education; Fairy-Tales; Instructional-Materials; Microcomputers-; Poetry-; Vocabulary-Development
DEM: *Computer-Assisted-Instruction; *Language-Arts; *Programing-Languages
AB: This manual presents a collection of activities for grades three through seven which are designed to provide both teachers and students with all the instructional materials needed to make the Logo programming language an integral part of the educational environment. Each unit contains lesson plans, overheads, instruction sheets, and student work sheets. Some of the activities are off-computer while others require the use of the computer. A companion data disk--which is not included with this document--provides a series of Logo "tools" that can be used by students who have no prior knowledge of programming and only a beginning knowledge of Logo. The first of three units, Vocabulary/Dictionary Study, focuses on learning about words including word meanings, word parts, and dictionaries. The second unit, Dynamic Poetry, focuses on the images words convey and the meanings of phrases. The third unit, Dynamic Fairy Tales, provides students with the opportunity to create adventure stories. It is noted that this manual is not meant to teach programming; rather it is designed to help teachers use microcomputers as tools in the classroom. (19 references) (DB)
AN: EJ436741
AU: Pontecorvo,-Clotilde; Zucchermaglio,-Cristina
TI: Computer Use in Learning about Language.
PY: 1991
JN: European-Journal-of-Psychology-of-Education; v6 n1 p15-27 Mar 1991
DER: Computer-Uses-in-Education; Elementary-Education; Foreign-Countries; Grade-3; Metalinguistics-
DEM: *Computer-Assisted-Instruction; *Computer-Software-Evaluation; *Courseware-; *Language-Aptitude; *Language-Arts; *Multimedia-Instruction
AB: Presents results of a study of six kinds of linguistic education software. Discusses treatment of language as an object rather than as a means of communication. Reports that the software promotes reflection on language and metalanguage awareness in a social and educational context by stimulating children's interest in playing with language. (DK)
AN: ED320102
TI: Chapter 1 Corrective Reading Program, 1988-89. Evaluation Section Report.
CS: New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
PY: 1990
NT: 72 p.; For a 1985-86 report, see ED 268 482.
PR: EDRS Price - MF01/PC03 Plus Postage.
DER: Compensatory-Education; Computer-Assisted-Instruction; Curriculum-Development; Elementary-Education; Program-Effectiveness; Program-Evaluation; Reading-Achievement; Reading-Aloud-to-Others; Reading-Improvement; Supplementary-Education; Writing-Evaluation; Writing-Improvement
DEM: *Corrective-Reading; *Elementary-School-Students; *Language-Arts; *Parent-Student-Relationship; *Private-Schools
AB: A study examined the effectiveness of the Chapter 1 Corrective Reading Program, designed to provide supplementary reading and writing instruction to Chapter 1-eligible students from New York City nonpublic schools. During the 1988-89 school year, the program served a total of 7,943 students at 162 instructional sites. The total included 4,656 students receiving face-to-face instruction and 3,287 students receiving computer assisted instruction (CAI). In addition, 65 teachers, 780 parents, and 831 students participated in a new Parent Read-Aloud Program in grades one through three. Sources of data included program documents, data retrieval forms, observations of classes and staff development training workshops, interviews with program staff, and the results of standardized reading tests. Results indicated that students in all grades on all subtests in all modes of instruction achieved mean gains that were statistically significant and met the program criteria for success. Recommendations inclu
DE: (1) vigorous promotion and expansion of the Parent Read-Aloud Program; (2) continuation of staff development as currently organized; (3) more training for CAI teachers on the content and features of software packages; (4) continuation of efforts to adapt software for use in settings where teachers are not physically present; and (5) evaluation of the CAI curriculum for first grade and, if necessary, change of the curriculum. (Fifteen tables of data are included; a brief description of Chapter 1 nonpublic school reimbursement services and the CAI teacher survey are attached.) (RS)
 The Internet And The K-12 Classroom- Hot Topic Leader's Guide |
Other Resources (aquire through sale or interlibrary loan)
Title: Early literacy: the empowerment of technology.
Author: Casey, Jean Marie.
Year: 2000 Rev. ed.
Publisher: Englewood, Colo.: Libraries Unlimited, Teacher Ideas Press.
ISBN: 1563088657
Title: A guide to technology resources supporting an integrated language arts curriculum (K-12): Internet, CD-ROM, laserdisc, and computer software.
Year: 1996
Publisher: San Diego, Calif.: County Office of Education.
Title: Technology, reading, and language arts.
Author: Jerry Willis; Elizabeth C Stephens; Kathryn I Matthew
Year: 1996.
Publisher: Boston: Allyn & Bacon.
ISBN: 020516286X
Title: Early literacy and numeracy: software for children aged 3-7 who may be dyslexic.
Author: Jody Odlin; Jean Hutchins
Year: 1996 2nd ed.
Publisher: Hull: Dyslexia Computer Resource Centre.
ISBN: 1898862095 (pbk)
Title: Learning in an electronic world : computers and the language arts classroom
Author: Toni Downes; Cherryl Fatouros
Year: 1995
Publisher: Portsmouth, NH : Heinemann,
Title: Computers and English language learning
Author: John Higgins
Year: 1995
Publisher: Oxford : Norwood, NJ : Intellect ; Ablex,
ISBN: 1871516404
Title: Technology tools for teaching reading: language arts a video overview
Year: 1995
English Visual Material : Videorecording : VHS tape 1 videocassette (13 min.) Publisher: Boston : Houghton Mifflin,
Title: The effect of computer assisted instruction on reading comprehension of fourth grade students
Author: Lynn Wellinghoff
Year: 1995
Title: Literacy and computers : the complications of teaching and learning with technology
Name: Cynthia L Selfe; Susan Hilligoss
Year: 1994
Publisher: New York : Modern Language Association of America,
ISBN: 0873525795 (cloth : recycled paper) : 0873525809 (pbk. : recycled paper) :
Author: Programs of excellence : programs to meet the special talents of students
Author: Central New York Education Consortium.
Year: 1992
Publisher: Syracuse, NY : Central New York Education Consortium,
Title: Media and technology in English language arts.
Year: 1990
Publisher: Virginia : Blacksburg, Va. : Virginia Association of Teachers of English Language Arts ; printed by Virginia Tech Printing Office,
Title: Implementation of the Writing to Read program in 13 rural elementary schools in southern West Virginia: a two-year evaluation - Final report.
Author: Childers, Robert D.
Year: 1990.
Publisher: Charleston, W. Va.: Appalachia Educational Laboratory.
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