Suggestions from five contributors deal with the following topics: (1) helping the child who stutters to read fluently, (2) the vowel-consonant-vowel controversy, (3) motivating the reluctant reader, (4) building self-concept through a story wall, and (5) dictionary study. (FL)

This reader, the first in a series of six, was developed to support one-to-one tutoring of adults in a reading program. It contains language experience stories and their accompanying skills exercises and comprehension questions. The reading level of the readers correlates to the reading levels of the Laubach Skill Books available from Laubach…

This reader, the second in a series of six, was developed to support one-to-one tutoring of adults in a reading program. It contains language experience stories and their accompanying skills exercises and comprehension questions. The reading level of the readers correlates to the reading levels of the Laubach Skill Books available from Laubach…

This reader, the third in a series of six, was developed to support one-to-one tutoring of adults in a reading program. It contains language experience stories and their accompanying skills exercises and comprehension questions. The reading level of the readers correlates to the reading levels of the Laubach Skill Books available from Laubach…

This reader, the fourth in a series of six, was developed to support one-to-one tutoring of adults in a reading program. It contains language experience stories and their accompanying skills exercises and comprehension questions. The reading level of the readers correlates to the reading levels of the Laubach Skill Books available from Laubach…

This reader, the fifth in a series of six, was developed to support one-to-one tutoring of adults in a reading program. It contains language experience stories and their accompanying skills exercises and comprehension questions. The reading level of the readers correlates to the reading levels of the Laubach Skill Books available from Laubach…

This reader, the sixth in a series of six, was developed to support one-to-one tutoring of adults in a reading program. It contains language experience stories and their accompanying skills exercises and comprehension questions. The reading level of the readers correlates to the reading levels of the Laubach Skill Books available from Laubach…

Project PROUD (People Reading Their Own Unique Dictation) was designed to focus on the problems associated with book-centered, one-to-one tutoring to help adults learn to read. The problems that the project sought to eliminate were uninteresting, nonpertinent materials; focus on single skills rather than reading as communication; lack of…

The language experience approach (LEA) has been used successfully with students who are beginning to read in English as a second language. In an LEA lesson the teacher can elicit students' comments on a wordless picture book, transcribe students' sentences, read the resultant story aloud (or have the class read it), and have the story copied.…

Undergraduate education students can often discuss the language experience approach intelligently, listing advantages and disadvantages with ease, but express bewilderment when it comes time in a reading practicum class to actually use the approach with a child. A teaching guide can serve as an aid to those students who have previously studied the…

Classroom projects, activities, and games for use in primary classrooms, which were developed by high school students serving as aides, are presented. Most of the projects are organized into the following curriculum areas: reading/language arts, multidisciplinary studies, mathematics, social studies, and science. Class activities having similar…

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…

The Bob Steele Reading Center was established in Hartford, Connecticut, in 1986 under board and staff leadership of the Literacy Volunteers of America-Connecticut (LVA-CT). The center has been under the management of Literacy Volunteers of Greater Hartford (LVGH) since 1989. Located in an alternative high school in a predominantly Hispanic…

This document is intended as a handbook for literacy practitioners working with adults with intellectual and/or developmental disabilities. The handbook is the product of the following activities: extensive research of the literature; discussion and exchange with literacy experts, practitioners, and some learners; and solicitation of input from…