Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

Discusses two pilot studies which validated a "Language Experience Checklist." (DD)

Describes the look/listen approach and the look/talk approach of the language experience method of early reading instruction. Suggests guidelines for early literacy development that integrate these approaches through the use of trained classroom volunteers. Identifies resources for implementing the integrated literacy approach. (KB)

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)

Of 10 participating inner-city school teachers, five used a modified basal series, and five used the language experience approach for reading instruction. Monthly training sessions were held, and the Medley and Smith's Observation Scale and Rating-Reading was used to lend objectivity to the monthly observations of each teacher. The following…

An organic approach to the teaching of reading emphasizes the selection of vocabulary from the experiential background of the child. (JH)

Describes and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

Analyzes six ideas related to language experience intended to improve the teaching of reading. (RB)

Describes program combining language experience approach, formal readiness material, linguistic and phonetic readers, and identity" readers. (SP)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

THE LANGUAGE EXPERIENCE APPROACH TO READING FOR CHILDREN WITH DIALECTAL PROBLEMS IS PRESENTED AS A TOTAL APPORACH TO READING RATHER THAN AS A METHOD. THE CHILD IS ENCOURAGED TO EXPRESS HIS THOUGHTS ABOUT HIS ENVIRONMENT. THESE THOUGHTS AND EXPRESSIONS ARE RECORDED AND PERHAPS ILLUSTRATED AND THEN READ BY THE CHILD. AS MUCH AS POSSIBLE, THE CHILD'S…

Cognitive confusion is the common state of young persons in regard to concepts of units of writing. In the past 10 years, research has accumulated to show that all children pass through the important stage of initial cognitive confusion in learning to read. Children often confuse "writing" with "drawing,""letter" with "number," and so on.…