Volume 20, Number 1 (March 1994)

Originally published as:   Notes on Literacy. Volume 20, Number 1 (March 1994). Dallas: Summer Institute of Linguistics. © 1994 Summer Institute of Linguistics, Inc.

Complete Table of Contents

A Whole Language approach to transition literacy: A Peruvian Quechua trial, by Linda Orr Easthouse

1. Introduction

2. Literacy and the Peruvian Quechua

2.1. The Quechua people of Peru

2.2. Educational policy

2.3. Linguistic difficulties within Quechua

2.4. Political insecurity

3. The Whole Language approach

3.1. Whole Language: A definition

3.2. Guided reading

3.3. Whole Language: Key components

3.4. The role of repeated reading

3.5. Rereading increases retention

4. Review of other Whole Language experiments

5. A proposal for South Conchucos Quechua

5.1. Methodology and theoretical basis

5.2. Cultural acceptability

5.3. An intergenerational benefit

5.4. Recommendations for the program

6. Conclusions

Postscript

Back Matter

Appendix A: Characteristics of semiliterates

Appendix B: Some suggestions on “graded levels” developed by trial and error

Level 1

Level 2

Level 3

Level 4: “Free reading”

References

A proposed model of semiliteracy in Highland Quechua, by Barbara K. Trudell

Introduction

1. The syllable method

2. Transfer of reading skills

3. Developing reading for meaning

Back Matter

References

Indigenous editing, by Riena W. Kondo

1. Introduction

2. The training of indigenous editors--too ambitious?

3. Purpose and goals of our editor's course

4. Editor's courses

4.1. Training content

4.2. Training manuals

4.3. The general results of five annual courses already held

5. Literature production infrastructure

6. Evaluation and results

6.1. General results

6.2. Specific results of the most recent course

6.3. Earlier results

7. Conclusions

Lobis, lasers, and literacy, by Fred Eade

Introduction

1. Hidden milestones

2. Defining--indigenous visual convention

3. First example

4. Second example

4.1. Weight

4.2. Time

4.3. Volume

4.4. Mathematical operators (+, -, ÷, x)

4.5. Further examples of mathematical conventions

5. A lack of graphic quality

6. Computers/printers improve graphic quality of literacy materials

7. Final conclusion

Back Matter

References

Look before the pencil leaps, by Russ Cooper

Introduction

1. Three blinders which inhibit the process

1.1. The “write me this kind of story please” blinder

1.2. The “let me teach you how to be a better writer” blinder

1.3. The “when you write it, here's how its different than how you say it” blinder

2. Addressing the three blinders

2.1. Genre--“Write me this kind of story please.”

3. Some “hidden” genre that excite interest

3.1. The antihero or inept fall-guy

3.2. Traditional wisdom

3.3. Traditional games

3.4. Song, drama, and mime

Summary

Review: Research on Whole Language, by Perry L. Blackburn