Describes how using a flashlight to read language experience chart stories can provide a concrete way to build a foundation for many emergent reader concepts, such as directionality. (SR)

Describes the use of the language experience approach (LEA) and semantic mapping strategies with three seven-year-old boys who were nonreaders. Finds the use of mapping strategies with LEA was successful when children had difficulty structuring and organizing their own stories. (MG)

"Animals" is a three-part lesson plan for young learners with a zoo animal theme. The first lesson is full of activities to describe animals, with Simon Says, guessing games, and learning stations. The second lesson is about desert animals, but other types of animals could be chosen depending on student interest. This lesson teaches…

Describes using the language experience approach as a diagnostic tool with adults who want to learn to read. Offers a checklist. (SR)

Surveys the implementation of language experience and considers its benefits. Describes how teachers use language experience to demonstrate that language is used to express ideas and thoughts. Concludes that literacy educators need to redouble efforts to model Language Experience at all levels of professional development and to link theory with…

"Lance" and "Leana" are two posterboard groundhog characters used in a language experience program with elementary students with mild disabilities. The activity provides an opportunity for students to brainstorm, organize their thoughts, and make complete sentences. Suggestions for construction, use, and adaptations are offered. (DB)

Describes the successful use of Reading Recovery paired with authentic, high interest reading and the Language Experience Approach with a high school remedial reader. (SR)

The author, a university professor, describes his experiences in teaching language to his autistic-like son who also has visual impairments. "Experience Language," an adaptation of Language Experience Approach (LEA) is described, and its contributions to the child's reading, writing, and talking are noted. Suggestions are made on the importance of…

Establishes the value of teachers attending writers' workshops and indicates how teachers can stimulate student writing by having them respond to thematically selected readings from literature. (CRH)

Describes a program in which first-grade minority group children wrote the books to stock a classroom library. (FL)

A kindergarten teacher stimulated many language experience and dramatic activities when she came to class one day impersonating the crabby teacher Viola Swamp, from the children's story, "Miss Nelson Is Missing!" (SJL)

Presents an action research project that explains the process creating a digital language experience (D-LEA) in Australian kindergarten and year 1 classrooms. Contends that D-LEA incorporates all the best aspects of the language experience approach, with the added advantage of teaching children to use digital literacies. (PM)

Describes four global areas (children's literature, thematic approach, language experience, and interactive computer software programs) in which meaningful context is used to increase poor readers' sight and expanding reading vocabularies. Describes teaching procedures for each of the areas that help poor readers choose the types of context that…

The Literacy Prescription Project has served 250 clients in Illinois by providing individualized instruction and complete diagnostic reports--developing four profiles of adult disabled readers who can be treated with associated instructional techniques. Profile One adults cannot read the simplest pre-primer text and can only recognize a few words…

This paper describes a child-centered first grade classroom where learning to read is viewed as a natural step in the language acquisition process. Discussed in detail are methods of individualizing instruction for four particular children, the use of basal readers, daily writing activities using the Language Experience Approach, and both group…