Reviews two orientations, skill orientation and ideational orientation, of teaching practices in beginning reading. Describes in detail child behaviors linked with teaching tactics for each of these modes of instruction. (Author/SS)

Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

This paper examines reading research and fosters awareness of limitations in such studies. It begins by discussing the historical aspects of the basal reading program and the language experience and individualized reading approaches. It continues by reporting early studies conducted in these areas, and investigating problems with such studies. The…

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)

This journal issue contains six articles related to language-centered reading instruction, integrated language arts, and reading comprehension. The first article discusses the language experience approach (LEA) to developing comprehension skills in adult beginning readers. The second article describes examples of uses of LEA in such content areas…

Creating a link between current research findings and classroom practice, this book analyzes, compares, and critiques prevalent classroom strategies in beginning reading instruction in light of expertise available in other countries. The book begins with a section on "Points of Departure," consisting of three chapters:…