Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

Uses the language experience approach with a state driver's manual to teach disabled adolescent readers and educable mentally retarded students. (RS)

Describes the use of the language experience approach (LEA) and semantic mapping strategies with three seven-year-old boys who were nonreaders. Finds the use of mapping strategies with LEA was successful when children had difficulty structuring and organizing their own stories. (MG)

Recounted by the teacher are psychological and academic benefits realized by a class of low achieving children when they dictated and illustrated booklets and read them to other classes. (DB)

The case study of a third-grade learning disabled boy demonstrates effectiveness of meaning-centered tutoring involving observation, reading to S, and hearing the S language experiences. (MC)

Reported by the child's teacher is the successful use of a language experience approach to teach reading to an extremely shy second-grade girl with few prereading skills. (DB)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)

Reports on the successful use of a modified Fernald technique with second graders using colored chalk on the blackboard. (MKM)

A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

Reports on some of the advantages--language creativity, applied phonics, and integrated skills--for the South African Indian children learning to read and write with the Language Experience Approach. (MB)

Language activities based on connectivity, or social links between people and their experiences, can create a sense of history and belonging in a classroom community and can establish the foundation for educational curriculum. Levels of connectivity and their impact on educational curriculum are examined through a classroom example of…

Use of the whole language theory can improve the reading and writing of the language-learning disabled. This paper describes resource room characteristics necessary to create a whole language-learning environment and outlines instructional practices consistent with whole language theory, such as reading aloud, language experience approach,…

This article explores ways to enhance oral discussions to increase the written language abilities of students with learning disabilities. It discusses oral and written language differences, and offers specific strategies for improving oral narrative skills within the Language Experience Approach (LEA), such as using semantic maps and teaching…

Evaluation for acceptability and utility of 5 common reading methods and materials by 32 middle school students with learning disabilities found the basal reader approach preferred over the other methods (language experience, direct instruction, multisensory, and neurological impress) which were all rated equally. (Author/DB)