Reviews the philosophy of the language experience approach to reading instruction and presents a condensation of a lesson that was developed in a basic reading class. (RB)

Presents a last resort technique for teaching reading to adolescent and adult illiterates. (RS)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Reports an investigation of the most appropriate tutorial setting for the generation of natural urban child language for experience stories. Concludes that the condition that tapped the most profuse linguistic performance for student-created reading material among Black sixth grade students was tutoring by a White adult professional teacher. (FL)