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Download full textGreenfield, A. – 1974
A no-cost, easy to use technique for increasing the reading vocabulary of beginning readers is described in this report. A large number of common words can be elicited from children in a word-association game, to which children respond with words that are highly meaningful to them, and often to their culture. The children then use these words to…
Descriptors: Associative Learning, Beginning Reading, Educational Games, Elementary Education
Barrett, Thomas C., Ed.; Johnson, Dale D., Ed. – 1973
Presented are 11 papers (of the more than 50 delivered at the 1972 International Reading Association Convention) selected by a board of independent judges for their fresh insights, practical suggestions, and sound advice on reading instruction in the elementary school. Section one contains papers focusing on psycholinguistic and sociolingustic…
Descriptors: Affective Behavior, Content Area Reading, Disadvantaged Youth, Elementary Education
Moyle, Donald; Moyle, Louise M. – 1971
Recent approaches and techniques of teaching reading are surveyed in this monograph in a series of the United Kingdom Reading Association. Books, kits, programed learning packages, and reading hardware such as tapes, typewriters, and films are described and evaluated for their usefulness to the classroom teacher. Four major philosophies of reading…
Descriptors: Basic Reading, Initial Teaching Alphabet, Language Experience Approach, Programed Instructional Materials
Stauffer, Russell G. – 1971
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…
Descriptors: Affective Behavior, Cognitive Processes, Communication Skills, Language Arts
Peer reviewedDemos, Elene S. – Reading Horizons, 1987
Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)
Descriptors: Basal Reading, Elementary Education, Individualized Reading, Language Experience Approach
Peer reviewedBaumann, James F. – Reading Teacher, 1984
Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)
Descriptors: Basal Reading, Beginning Reading, Individualized Reading, Language Experience Approach
Reading Newsreport, 1971
Descriptors: Creative Writing, Grade 1, Grade 2, Language Experience Approach
Peer reviewedJames, Helen J. – Florida Reading Quarterly, 1972
Descriptors: Beginning Reading, Diagnostic Teaching, Evaluation Methods, Language Experience Approach
Peer reviewedJames, Helen J.; Lorenz, Estelle – Florida Reading Quarterly, 1972
Descriptors: Diagnostic Teaching, Diagnostic Tests, Evaluation Methods, Individual Testing
Biberstine, Richard D. – Indiana Reading Quarterly, 1972
Descriptors: Classroom Environment, Creative Writing, Language Experience Approach, Learning Activities
Peer reviewedRakes, Tom – Reading Horizons, 1972
Descriptors: Content Area Reading, Elementary Education, Expository Writing, Language Experience Approach
Aukerman, Louise R. – New Engl Reading Assn J, 1970
Descriptors: Communication (Thought Transfer), Kindergarten Children, Language Experience Approach, Learning Processes
Peer reviewedHall, Maryanne – Reading Teacher, 1972
Descriptors: Beginning Reading, Communication Skills, Language Acquisition, Language Experience Approach
Reading Newsreport, 1971
Descriptors: Drama, Educational Television, Elementary School Students, Films
Peer reviewedStroud, Marion – New England Reading Association Journal, 1971
Descriptors: Class Organization, Classroom Environment, Communication Skills, Diagnostic Teaching
