Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

The premise of this booklet is that reading should be taught from the beginning to all students with the techniques and materials and orders of presentation that have been found to be effective in remediation, such as the concept of controlled lists. It is "common sense" to teach words in such lists in phonic context, rather than the…

Notes that reading and writing can accelerate speech and language growth for nonvocal individuals. Proposes the language experience approach as an effective instructional technique for use with such individuals. (FL)

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)

Contends that not all children benefit from established literacy activities in ways that teachers expect and that computer technologies are not routinely incorporated into classroom literacy activities. Reveals, through a case study, that young children of different ability levels have unique occasions for literacy learning when a Language…

Offers a description and a rationale for language experience learning, then presents an explanation of current developments and factors influencing the implementation of language experience programs. (FL)

Outlines a five-day sequence for implementing the language experience approach (LEA) and addresses questions commonly asked by primary grade teachers after they have tried to use LEA to teach reading. (FL)

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)

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

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.…