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…

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)

Children who are deaf or hard-of-hearing (DHH) are particularly vulnerable for later reading problems. This article describes the use of experience books, associated with the Language Experience Approach (LEA), as a motivating and linguistically appropriate literacy tool for young children who are DHH. The authors explain how remediation…

First, second, and third grade students were asked to draw inferences after reading stories written by themselves, by peers, and by adults. The 70 subjects were divided into groups of slow-inaccurate, slow-accurate, and fast-accurate readers. After reading each type of story, they responded to six questions requiring text-based inferences.…

Working with three preschool children for nine weeks, a study examined effects on children's spelling when certain ways of employing various computer features are used within the context of a language experience approach. Each Monday and Friday the children were pretested and posttested on four spelling words dictated by the researcher. After…

Thirty-three first grade classrooms in Georgia were observed to determine the state of language experience instruction and to examine whether such instruction makes a difference in students' awareness of the reading purpose, their knowledge of instructional terminology, their reading attitudes, and their reading achievement. The Allen Level of…

Part 1 of this report reviewed the three week teacher-training institute held at the University of Delaware during July and August 1971. Part 2 reviews some of the followup strategies used and demonstrated throughout Federal Region 3 over the past year (July 1971 to July 1972). Two model teaching demonstrations were developed and used throughout…

Describes a modified language experience approach which was successful in developing reading skills in prelingually, profoundly deaf students. (EKN)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

Investigates the effects of an expanded Language Experience Approach (LEA) on emergent literacy skills of 44 kindergartners. Results indicate that the expanded LEA is more effective than the traditional LEA for the development of listening comprehension skills in kindergartners. (RJC)

Bilingual Cambodian and Hispanic tutors were trained to teach English to non-English-speaking adults using nondirective methods such as language experience approach, individualized reading, expressive writing, and person-centered counseling. The high degree of personal involvement was the key to meeting learners' affective and social as well as…

Examines the behaviors of two teachers during language experience dictation events to describe the "productive ambiguity" of their decisions about how and when to translate children's talk into "school" language. Finds two conceptual categories of teacher behavior--scaffold building and gatekeeping. Suggests that scaffold building increased…

Describes and analyzes how an Urban Appalachian woman who could not read or write progressed to functional levels when instruction involved her in reading her own language. Argues that educators who failed to acknowledge her language as an integral aspect of her as a learner may have denied her previous access to literacy. (SR)

This evaluation was undertaken in an effort to provide data concerning the effectiveness of the Tucson Early Education Model, a Follow Through Model sponsor and reading instruction program which advocates the language experience approach. Seventy-three children were tested according to a miscue analysis model, in order to identify those…