Published research shows that English speakers gain literacy skills up to the 7-year level more effectively when taught using a language experience approach rather than a word reading approach (reading common words plus phonic reading). It is suggested that this is because of the almost unique nature of English phonology, that is the strengthening…

Describes the difficulties children face in learning the special language used to talk about reading and its relation to speech. (DD)

This paper discusses six instructional techniques for strengthening strategies of comprehending written language: the language experience approach to develop awareness of the sensible nature of language; story-division to strengthen semantic prediction; reader-illustrations to develop thought units; paragraph-analysis to reduce uncertainty;…

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)

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.…

Explores the nature of illiteracy for adults who have made no or minimal progress in learning to read or write. Finds further support for using the whole language approach and the language experience approach for adult beginning readers. (RS)

This evaluation was undertaken in an effort to provide data concerning the effectiveness of the Tucson Early Education Model, a Follow Through Model sponsor and reading instruction program which advocates the language experience approach. Seventy-three children were tested according to a miscue analysis model, in order to identify those…

Argues that an understanding of the psycholinguistics of the reading process can provide a foundation for instructional decision making in secondary and college reading classes. Discusses factors affecting reading comprehension. Provides exercises to help students use prior knowledge about the nature of language to overcome reading difficulties.…

Reading instruction is on the verge of a shift to a new paradigm that will be based on a new understanding of cognitive processes and will include five important tenets: (1) the best way to promote the emergence of reading behavior is to use interesting story books; (2) the primary cause of reading problems is too much instruction, too much…

The primary focus of this paper is on black children and the relationship between their productive and receptive language competencies. The solutions which have been proposed to solve the dilemma of black pupils' poor reading achievement are discussed. It is noted that none of the proposed solutions has the unqualified support provided by a mass…

Recommendations of an official report have generated a new consciousness in British schools of the importance of language in education. (Author/DS)

Teachers of reading must fully appreciate the two concepts of reading: (1) a skill acquired only through formal reading instruction, and (2) the result of a natural emergence of language development. (Author/MB)

By relating research on cognition, child development, and teaching, the author describes the theoretical background of the language experience approach to teaching reading. The close relationship between spoken language and reading and writing skills is discussed. The author lists and describes specific practices for teaching and learning in a…