Describes a program in which first-grade minority group children wrote the books to stock a classroom library. (FL)

Presents a case study of an avid middle-grade reader who a had poor self-concept and who did not connect her school reading to anything in her life. Discusses how free-writing and language experience approaches helped her present detailed, thoughtful responses to text. (RS)

Presents the Language-Experience Approach (LEA) of teaching beginning and remedial reading, describing how it may be used in the science classroom. Provides step-by-step instructions on how to incorporate the LEA into science laboratory activities and gives tips on how to structure the class to accommodate different levels of readers. (JM)

Describes the effect of a language-rich program on a student repeating first grade and viewed as reading disabled. Concludes that the student experienced early and sustained success in reading and writing in the language- and meaning-centered program. (RS)

A whole language approach is emphasized in the reading clinic at the University of Missouri (St. Louis) because disabled readers need to practice their skills simultaneously in speaking, listening, and reading. At the clinic, teachers are encouraged to learn and use several approaches to teaching reading. However, the language experience approach…