Proposes the "say and write" method and the directed sentence reading method as ways of using language experience stories to develop children's sight vocabulary. (FL)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

Describes a four-step language experience approach activity that is an effective aid in teaching Standard English language forms to dialect speakers while maintaining the integrity of the pupil's dialect. (FL)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

Describes the techniques, including the use of a peer tutor and the language experience approach, that helped a 16-year-old nonreader learn to read. (MKM)

Shows how having students write journals about their learning experiences was an effective teaching technique in the primary grades. (RL)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

Reviews the challenges that college-level English-as-a-Second-Language (ESL) programs present to instructors and students. Offers suggestions for authentic language experiences in classroom settings. Analyzes the literature on language and literacy, whole language, and learning styles. Offers examples of thematic units tailored to elicit authentic…

The teaching activities presented in this pamphlet focus on spelling. The pamphlet begins with a discussion of the relationship between spelling and writing. Following that, it describes a language experience approach and its implications, the benefits of daily writing, and the kind of writing that allows a successful spelling program to operate.…

Examples of the awareness of young children of printed information they have gained informally are used to demonstrate some of the important knowledge that children bring to beginning reading and writing. Teachers need to encourage exploratory reading and writing experiences. (Author/DB)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)

Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

Contains contributions from four educators concerning (l) ways parents can help their children practice reading; (2) vocabulary development, reading, and the Old Order Amish; (3) the "read to share" model or oral reading; and (4) motivating boys to read. (FL)

Discusses the effect of previous knowledge on reading comprehension. Suggests reading instruction methods that evoke the readers' experiences, or schemata, relevant to the material. (HTH)