In this report, an analysis is made of the Title 1 project of the Lorain City Schools in Northern Ohio. The language growth of an experimental group of 30 disadvantaged first graders, who had spent 45 minutes each day in a special language experience classroom, was analyzed using oral language recordings and extensive language tests in order to…

The hypothesis of this study was that stories created by a dialectical subgroup of third grade Negro children might be more comprehensible to other members of that group than the usual instructional materials. A random sample of third graders was asked to tell stories in response to four pictures. The stories were tape recorded and then…

The classroom use of the key vocabulary, developed by Sylvia Ashton-Warner as a reading approach--rather than as a reading method--which utilizes the child's actual experience, is the major concern of this book. Materials used and tested for a number of years present examples, outlines, and various methods for eliciting children's dramas through…

The purpose of this study was to develop a reading program that would allow for individual differences and that would attempt to develop in each child a desire to read and to improve his reading ability. Twenty-nine first-grade students and 30 third-grade students who were adjudged to be slow learners were selected from a school located in a…

In teaching reading, teachers should understand the three categories of language information which all readers draw upon in the processing of information. These three categories are (1) grapho-phonic, the information from the writing system and from the phonological system of oral language; (2) syntactic information, the information from…

The study of psycholinguistics seems to enable English teachers to make their classes more effective and more enjoyable. (JH)

The study evaluated the effects of using a language experience approach over a 3-month period with kindergarten and first grade hearing impaired students. The language experience approach encouraged growth in vocabulary, reading, and writing skills, as well as in self confidence and self esteem. (Author/DB)

Presents strategies for teachers: 1) to demonstrate to children the need for content revision; 2) to help children clarify the content of their writing; 3) to show children the need for editing changes; and 4) to assist children in their editing effort. (SD)

Relates the expressive writing experiences of children at Deddington primary school in rural Oxfordshire. (HOD)

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

A turn-of-the-century printing press motivates elementary students to write. Children write, edit, and print their own stories on the Greenwood School Press. This self-supporting enterprise introduces children to various aspects of writing and producing literature. (DF)

Many schools require that the U.S. history course be taught in English so that second language learners from all language groups can participate on an equal footing. Described are activities which will make the textbook more comprehensible to these pupils for whom English is a second language. (RM)

Establishes the value of teachers attending writers' workshops and indicates how teachers can stimulate student writing by having them respond to thematically selected readings from literature. (CRH)

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…