In British primary schools reading and language skills are taught requiring the active involvement of the children in such activities as camping trips which result in student developed reading and writing materials. (JH)

Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

Examines the values of using a language-experience approach for teaching written composition. Urges teachers to use a variety of stimuli, such as field trips, exploring the environment, films, filmstrips, recordings, to extend and expand the child's experience and language backgrounds to facilitate growth in reading and writing. (Editor/RK)

Maintaining that sentence-combining language experience is the single most beneficial tool currently available to improve student writing, this paper speculates about the value and effects of the adoption of the language experience approach across the English curriculum. It presents six tasks that need to be undertaken by teachers, researchers,…

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

The Oakland County, Michigan, first-grade study of the effectiveness of three approaches to beginning reading was extended to the second and third grades to investigate differences in their effects on reading and related language development. Each of 11 research teams chose three classrooms which used either the Initial Teaching Alphabet approach…

Papers collected in this booklet discuss various aspects of language development in the classroom and in the area of remedial reading. Titles include "Project II: Strategies and Milestones" by Martin Kling, which describes the outcomes of an investigation of research in language development and reading; "Language, Linguistics, and Learning to…

The first of a two-volume final report, this document focuses on a study of written language growth and development among 3-, 4-, 5-, and 6-year old children. The first section of the document contains five essays dealing with race, sex, age, socioeconomic status, and language; orchestrating the literacy event; reading and writing as…

When working with limited English proficient (LEP) children who have been mainstreamed into regular elementary school classrooms, teachers must keep in mind that the first order of business is to help the students build a store of knowledge about English--how it sounds, what it looks like in print, and what it means. Teachers will discover that it…

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet describes several classroom-based studies that have examined children's writing development and synthesizes what they have shown about the process. The first section of the booklet analyzes the term "writing…

As in kits one through eight, the Spanish Language Arts teacher's guide for kits 9-12 presents activities in oral language development, language-experience reading, structured reading, and comprehension and interpretation skills. The school is the basic theme of this third unit. Four small picture books for students (brief Spanish…