This article examines a collaborative study that two teacher educators conducted across two sites. Participants included teacher candidates implementing a digital language experience approach project with elementary learners. The teacher candidates collaborated across sites, building joint wikis to examine their processes and products. The wikis…

This article describes two educational settings in Nigeria where teachers adapted a language experience approach for reading and writing instruction. The first setting is a professional development workshop for public school teachers of students in grades 1-6. The second setting includes two groups of students with special needs: a grade 6 class…

A program that included daily spontaneous writing helped eight first graders with academic and behavioral difficulties learn to express themselves meaningfully in a supportive, accepting environment. (CL)

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

Compares the whole-language approach to the language experience approach. Notes that the major criticisms cited of language experience appear to be cited of whole language. Suggests that the tenets of whole language fit into preparing for the year 2000 and discusses the survival of the movement in relation to teacher preparation. (RS)

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

Urges the use of the language experience approach to helping children learn to read and to write. Suggests some activities for starting the school year using this approach. (TJ)

Suggestions are given for analyzing the language used in reading texts for hearing impaired students, and for using the reading text analysis in experience charts, language activities, and speech materials. (CL)

Teachers aware of the value of each child's language can do much to prevent initial reading difficulties among those who speak nonstandard dialects. (DD)

Uses the language experience approach with a state driver's manual to teach disabled adolescent readers and educable mentally retarded students. (RS)

Presents an interview with Dr. Roach van Allen in which he describes how he became involved in education, who influenced him professionally, his proudest accomplishments (a theoretical model for a language experience program), what he sees as the current problems in reading education, and what he sees in the future. (RS)

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)

Describes how tapes and transcripts from student-tutor pairs in adult literacy groups were examined to analyze the transition from speech to writing. Discusses the difference between written and spoken English. Provides examples of how passages were transcribed. (JOW)

Kindergarten teacher typed children's stories as they were dictated to her because it offered the children an opportunity to articulate ideas, practice using language effectively, weave pleasing stories, and create bonds between children and adults. (DF)