Argues that the language experience approach to the teaching of beginning reading not only makes use of the valuable resource of children's speaking, but also cultivates their metalinguistic ability and eases their transition between two very different forms of language. (FL)

Reviews literature defining the characteristics of the complex puzzle children encounter moving from oral language to print. Illustrates that, by reading their own writing, children discover the precise connection between reading, writing, and language. (HTH)

Research in psycholinguistics and learning theory is reviewed to support the integration of oral and written language skills, and the language experience approach (LEA) is recommended for secondary school second language instruction. This approach incorporates listening, speaking, reading, and writing in purposeful communication. Students use the…

Children can acquire written language skills and abilities through the natural process by which they acquire oral language. If as infants, toddlers, and preschoolers, children are exposed to rich print environments, they transfer assumptions from experiences with oral dialogue to the more focused situations of print. Discrepancies in the ease with…

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

The discussion and activities in this booklet are designed to "tune in" language arts teachers to children's language so that they appreciate and respond properly to student language development. Chapter topics include responding to authentic/inauthentic child language, keeping records of children's spontaneous language and relating the words to…

Describes various activities designed for use in the reading classroom, including (1) cooperative learning activities; (2) reading and writing activities; (3) ways to improve comprehension; and (4) ways to encourage independent reading. (FL)

Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)

Beginning braille readers may benefit from an integrated-literacy curriculum which reflects the interrelationships of oral language, reading, and writing, and stresses the pleasurable and purposeful aspects of literacy. Integrating braille materials into daily curriculum activities can assist students to make the read/write connection and to begin…

Children will meet one less obstacle to making the transition from spoken to written fluency in language if, during the transition period, they experience written language that corresponds structurally to their spoken language patterns. Familiar children's folksongs, because they contain some of the structure of children's oral language, provide…

Children arrive in classrooms with varied background knowledge, which means that teachers must select instructional methods, materials, and techniques to meet multiple needs. A carefully planned approach that includes direct and explicit instruction--as well as extensive opportunities for reading, writing, speaking, and listening--can help…

When working with limited English proficient (LEP) children who have been mainstreamed into regular elementary school classrooms, teachers must keep in mind that the first order of business is to help the students build a store of knowledge about English--how it sounds, what it looks like in print, and what it means. Teachers will discover that it…

In many countries, school populations are becoming increasingly socially and culturally diverse, and delivering effective literacy programmes is becoming more challenging and complex. This book shows schools how to address difficulties with literacy learning experienced by students of diverse backgrounds, by employing strategies that respond to…

The continuing theme of these conferences is: "Reading, the Process of Creating Meaning for Sensed Stimuli." The special theme of this 1983 anniversary conference is: "Reading Reading: 50th Anniversary Perspectives." The proceedings in this yearbook reflect the retrospective and prospective emphasis of the special theme.…

This guide, designed for regular classroom teachers in whose mainstream classes language-minority children are enrolled, offers background information and suggestions for helping these students become proficient in English reading and writing and for involving them as resources for global and cultural awareness in majority-language classmates. The…