Discusses the practice of language experience and individualized reading to better understand the methodology of these approaches. States that the fundamental principle is that each teacher must utilize some aspect of the internal world of the student. (MG)

This book is based on the belief that learners who are making meaning draw simultaneously on different dimensions of knowing--different forms of expression, different kinds of ideas, and different cultural frameworks. When honored and recognized in the classroom these differences create a richer way to explore the path to knowledge, according to…

Rather than concentrate on ritual language and stock phrases, second-language teachers should utilize the language experience approach to help children develop more natural communication in active learning situations, using realistic settings and materials. (six references) (MDM)

Open-space school architecture has no necessary connection with an open-education philosophy. (JH)

This paper describes a child-centered first grade classroom where learning to read is viewed as a natural step in the language acquisition process. Discussed in detail are methods of individualizing instruction for four particular children, the use of basal readers, daily writing activities using the Language Experience Approach, and both group…

Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…

Describes the steps in a Language Experience Approach (LEA) to teaching English-as-a-Second-Language lesson, suggests different starters and followup activities for LEA lessons, and indicates ways of handling some problems. (seven references) (Author)

Reading skill can be acquired in a natural and informal manner and in a variety of settings ranging from the school to the streets. Anyone who wants to learn to read or to develop his reading ability can do so if the following conditions are satisfied: (1) A person who knows how to read and wants to share his knowledge is willing to help. (2)…

Describes strategies which teachers can model to help their students become cognitively aware of language. Suggests that teachers model writing and reading strategies at the same time they demonstrate word processing functions. (MG)

Many young students are not finishing high school and even fewer are entering college. This book demonstrates how some teachers have created classrooms that work for children at risk. They use an integrated, inquiry-driven curriculum to create holistic, language- and literature-based classrooms. Chapter 1 describes the nature of being at risk for…

A method for teaching second language writing to beginning students that combines the Language Experience Approach and process writing is described. The method limits the writing task and fosters success. The lesson-by-lesson implementation plan outlined helps teachers guide students from the conception of a writing topic to a first draft, through…

Despite the extensive work that has been done and continues to take place in the field of literacy in Nepal, it was not until very recently that literacy activity in Nepal was reflected in writing. Increasingly, however, literacy practitioners in Nepal are realizing the importance of documenting their experiences, and literature devoted to the…

This journal issue contains six articles related to language-centered reading instruction, integrated language arts, and reading comprehension. The first article discusses the language experience approach (LEA) to developing comprehension skills in adult beginning readers. The second article describes examples of uses of LEA in such content areas…

This book describes the special way one teacher, Jeanette Amidon, approaches children's thinking, with a particular focus on reading and writing instruction. The root value of her first-grade classroom in Massachusetts is respect for children's ideas, with the children's art and writing as visible signs of the teacher's respect for their thinking.…

This document describes a literacy project in rural Ecuador using a modified version of Sylvia Ashton Warner's language experience approach. This method allows learners to approach written culture on their own terms by learning words important to their life, then transferring these works to sentences and stories. The approach reduces the rural…