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)

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)

Argues that the language experience approach is a good technique to use to teach reading to deaf and hearing impaired children, but that the rationale for the technique presented by Russell G. Stauffer is misleading in regard to the way such children learn. (Author/FL)

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…

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)

Discusses some of the inherent problems of teaching Indochinese refugees in schools without ESL (English as a Second Language) programs. Considers the strengths and weaknesses of using the language experience approach with Indochinese refugees. (JT)

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)

Identifies several teaching techniques that help children develop an awareness of the communicative nature of reading and writing. Cites learning theories to support the techniques. (FL)

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)

Contains contributions from five educators concerning the following topics: (1) the "Super Sounder" system of presenting phonics instruction to beginning readers, (2) teaching vocabulary in a multigrade classroom, (3) language experience and basal readers, (4) pacing as a key to successful drill work, and (5) creative ways to encourage reading.…

Demonstrates briefly the naturalness of dialect variation in American English, examines the implications for reading instruction of recognizing the naturalness of dialects, and provides a list of references for the professional development of teachers of children who speak dialects other than standard English. (ET)

Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were…

Use of the whole language theory can improve the reading and writing of the language-learning disabled. This paper describes resource room characteristics necessary to create a whole language-learning environment and outlines instructional practices consistent with whole language theory, such as reading aloud, language experience approach,…

The Language Experience Approach (LEA) creates reading materials and writing opportunities through integrated use of the learner's language and experience. Individualized LEA involving a "dictation" approach (child dictates experience; teacher records and reads back experience) is beneficial for hearing-impaired students in terms of increased…

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)