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…

Compares selected language features of urban, first grade children in five different reading programs: Lippincott, Language Experience, Houghton-Mifflin, Open Court, and Ginn 720. Finds significant differences among the programs on number of predictions and average length of T-unit, but no program emerged as significantly superior in two or more…

Maintains that, in teaching and in teaching writing, methods matter if they are organic methods that grow out of real-life experiences. Notes that in another sense, all that matters is getting both teacher and student to wake up to their own lives and to what they know, absolutely, within themselves. (SR)

Examples of the awareness of young children of printed information they have gained informally are used to demonstrate some of the important knowledge that children bring to beginning reading and writing. Teachers need to encourage exploratory reading and writing experiences. (Author/DB)

Presents three tenets from the research for adult literacy instruction: (1) improvement in one literacy skill should mirror improvement in others; (2) instructors should facilitate, not control, learning; and (3) students should be able to transfer classroom learning to their daily language encounters. Includes ideas for application. (CH)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)

Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

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)

Describes several approaches used in trying to teach an adult to learn to read over a period of several years, including the approach that was successful (language experience) because the student was highly motivated to write. (JM)

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)

Describes a bilingual open classroom program for kindergarten children in which the classroom environment is rich with printed language and children are introduced to reading by an individualized system they both enjoy and profit from. Tells how children "write" books, how phonics is introduced, and how reading is incorporated in a variety of…

Contains contributions from four educators concerning (l) ways parents can help their children practice reading; (2) vocabulary development, reading, and the Old Order Amish; (3) the "read to share" model or oral reading; and (4) motivating boys to read. (FL)

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)

Presents the case history of an adult nonreader taught to read through the language experience approach, rereading, retelling, assisted reading, and sustained silent reading. (DD)

Explores the nature of illiteracy for adults who have made no or minimal progress in learning to read or write. Finds further support for using the whole language approach and the language experience approach for adult beginning readers. (RS)