Volume 18, Number 3 (July 1992)

Originally published as:   Notes on Literacy. Volume 18, Number 3 (July 1992). Dallas: Summer Institute of Linguistics. © 1992 Summer Institute of Linguistics, Inc.

Complete Table of Contents

What is the Multistrategy method? ^*, by Mary Stringer

1. Introduction

2. The Multistrategy method: Why?

2.1. Historical perspective

2.2. Theoretical orientation

2.3. The sociocultural context

3. Multistrategy method: How?

3.1. A trial

3.2. The model

4. Highlights from practical applications

4.1. Vernacular prep schools for children

4.2. Adult literacy classes

4.3. Pertinent factors for Multistrategy method (MSM) literacy

5. Conclusion

Back Matter

References

Is there one best primer/program design?: You bet! The one that is designed to fit your program. ^*, by Glenys Waters

1. Local factors

1.1. Geography of the area

1.2. Social organization

1.3. History

1.4. Education level

1.5. Local politics

1.6. National and regional politics

1.7. Economics

1.8. Motivation

1.9. Who needs to become literate?

1.10. Learning styles

2. Personnel factors

3. Guiding principles for teaching reading

3.1. The need for meaningful contexts

3.2. Use of real language--not primerese

3.3. Approximating reading behaviors

3.4. A positive focus on what is being taught, rather than negative

3.5. Phonics is a helpful decoding strategy; it should be taught early and quickly.

3.6. Decoding involves more than letter-by-letter analysis

3.7. Link content to motivation

3.8. Lesson format should be simple and flow naturally

3.9. Reasoning behind the approach must be easily understood

4. Conclusion

Back Matter

References

What text alteration studies reveal about oral reading, by Barbara K. Trudell

1. Introduction

2. The decoding and comprehension hypotheses

3. Text alteration studies

4. An interactive model of oral reading

5. Implications for literacy

Back Matter

References

Review: Cognition and learning: A review of the literature with reference to ethnolinguistic minorities, by Jann Parrish

Review: Development program planning: A process approach, by Brad Barber

Review: Frames of mind: The theory of multiple intelligences, by Dee Stegeman

Review: Essays into literacy, by Mary Jane Cooper

Review: Write the vision: A manual for training writers, by Sally McNees

Review: Education and cultural process: Anthropological approaches, by Juliana Kelsall

Review: Interpretive ethnography of education: At home and abroad, by Trent Thevenot

Review: Enhancing adult motivation to learn, by Mike Bryant

Review: The acquisition of literacy: Ethnographic perspectives, by Ken Pagel