Using the language experience approach, the authors adapted a nutrition pamphlet for less skilled adult readers. Comprehensibility and communication effects of this pamphlet were compared to a standard version. Readers were able to comprehend the pamphlet at least as well as the standard version and were more accepting of its message. (Author/CH)

Explores two factors which can help teachers in guiding students who have difficulty reading their textbooks--understanding the reasons why students have problems and finding some way to teach the subject content and reading at the same time. (JM)

Reports findings of a study demonstrating that language experience techniques can help students comprehend math story problems and successfully apply the mathematical concepts necessary for their solution. (FL)

Suggests that by using a variation of the language experience approach, teachers can facilitate the learning of both science and reading. (FL)

Contributors offer the following suggestions: use the language experience approach with adult beginning readers, remediate adolescent reading attitudes via parents, force students to think through self-propelled reading lessons, and establish a teacher workshop using the participants' content area textbooks. (HTH)

Traditional teaching of English language arts is based on a receptive-accrual view of learning, which places the learner in a passive rather than an active role in the teaching-learning process. This approach conveys to the learner the view that the subject matter is fragmented and that teachers prepare discrete, disconnected lessons. L.M.…

Most content area teachers face a common problem--students who cannot read their textbooks or who do so with difficulty. Before they can provide help for such students, teachers must first try to understand the reasons why the students have reading problems and then they must find some way to teach subject content and reading at the same time.…

Offers news ways to integrate the language experience approach with a basal reader and in the content areas. (FL)

Presented are 11 papers (of the more than 50 delivered at the 1972 International Reading Association Convention) selected by a board of independent judges for their fresh insights, practical suggestions, and sound advice on reading instruction in the elementary school. Section one contains papers focusing on psycholinguistic and sociolingustic…

Those psychological principles which might aid the teacher in the selection of instructional materials are examined. Since learning is a process which builds sequentially on past learning, beginning reading materials should include words that have personal relevance for the individual child. Meaningful material is learned more quickly than…

Examines accentuating the use of English as an instrument for other learning. Proposes a language-enriched learning environment and emphasis on liaison between subject content and language experience while stressing the need for teaching strategies for improving the quality of the classroom language experience. (JK)

Relates the author's experiences using the Language Experience Approach (LEA) and computers with content area materials to teach middle school remedial reading students. Lists nine goals that can be reached by conjoining LEA and content area materials. (RS)

A case study examined the whole-part application of the language experience approach to reading as used for students whose reading development is severely delayed. The subject, a third-grade female student reading on the first-grade level as determined by the Woodcock Reading Mastery Tests-Revised (Woodcock, 1987), participated in a reading…

Representing views on many facets of reluctant readers, the chapters in this book provide suggestions for working with students who function at a frustration level and those who have an aversion to reading. Specific topics discussed in the book's nine chapters are: (1) building language experiences for reluctant readers, (2) home remedies, (3)…