This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.

This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.

Learning to write their own words increases students' success in learning to read, provides practice in thinking skills, increases their self-concept and provides early positive attitudes about writing. However, most writing done in first grade classrooms today consists mainly of copying from the blackboard. This is a tedious and boring task for first graders, and gives them bad attitudes about writing as they begin their school careers. Many teachers don't require young students to write their own words because of the students' inability to spell words and form grammatically correct sentences. However, if a teacher is accepting of the students' imperfect spelling and grammar, the students will feel free to express their thoughts on paper. This project provides a year long curriculum design along with the activities necessary to teach first grade students to write creatively.

This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.

The changing of the education system holistically in South Africa as a prerequisite has impacted negatively on the child‘s ability to read and write, which also degraded the country‘s standard as compared to other countries in Africa. This is confirmed by the annual national assessment results where South African children‘s performance is far below the expected level. This investigation aims to serve as a guideline to all interested stakeholders who are willing to improve and develop our poor performing education system. Firstly, to identify a child‘s social factors that interfere with their ability to read and write; to find out how reading influences writing in the child and to develop intervention strategies on solving children‘s problems with reading and writing. The study revealed through the participants that, unavailability of social factors that are a need or prerequisite to the child‘s excellent academic performance hampered their ability to read and write. Furthermore, educator participants indicated that the child‘s inability to read influenced their writing ability. Data collected is based on individual interviews and documents analysis. The researcher chose Kedibone Primary School (pseudonym) as the sample. The participants were ten (10) learners from grade 3 to grade 7 and their five (5) educators, one from each grade, in the above mentioned school. That is each grade provided two participants, one boy and one girl. The main aim of the interviews was to identify how social factors interfere with the child‘s ability to read and write. In conclusion, this research had been a success through the participation of the Department of Education and all its related structures and to provide strategies that were stated in the research as solutions that would address and overcome the child‘s inability to read and write. / Inclusive Education / M. Ed. (Inclusive Education)

The changing of the education system holistically in South Africa as a prerequisite has impacted negatively on the child‘s ability to read and write, which also degraded the country‘s standard as compared to other countries in Africa. This is confirmed by the annual national assessment results where South African children‘s performance is far below the expected level. This investigation aims to serve as a guideline to all interested stakeholders who are willing to improve and develop our poor performing education system. Firstly, to identify a child‘s social factors that interfere with their ability to read and write; to find out how reading influences writing in the child and to develop intervention strategies on solving children‘s problems with reading and writing. The study revealed through the participants that, unavailability of social factors that are a need or prerequisite to the child‘s excellent academic performance hampered their ability to read and write. Furthermore, educator participants indicated that the child‘s inability to read influenced their writing ability. Data collected is based on individual interviews and documents analysis. The researcher chose Kedibone Primary School (pseudonym) as the sample. The participants were ten (10) learners from grade 3 to grade 7 and their five (5) educators, one from each grade, in the above mentioned school. That is each grade provided two participants, one boy and one girl. The main aim of the interviews was to identify how social factors interfere with the child‘s ability to read and write. In conclusion, this research had been a success through the participation of the Department of Education and all its related structures and to provide strategies that were stated in the research as solutions that would address and overcome the child‘s inability to read and write. / Inclusive Education / M. Ed. (Inclusive Education)