A bibliography of journal articles related to language experience as an alternative to traditional methods of teaching reading. (HTH)

Describes an interactive method of teaching reading that can be adapted to students' needs, skills, experience, and culture. Shows how the method develops phonological awareness and builds on skills adults already have, such as manual dexterity, visual analysis, and observation. (SK)

An annotated bibliography of materials on the language experience approach to reading instruction, prepared as part of a study to determine the effects of and methods for implementing this approach in primary classrooms, comprises the major portion of this document. The bibliography's 63 annotations are arranged in four categories: (1) the…

Reviews recent ERIC resources for creating integrated learning environments. (DD)

Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

Presents the language experience approach (LEA) as a supplement to and enrichment of the more formal approaches to reading instruction. Discusses four obstacles to implementation of LEA and describes the physical environment approach to it. (FL)

Recommends the association of teachers and children in teacher education courses to get to know each other by working together, not as teachers and pupils, but as learners together. (Author/RB)

Suggests using word banks as a class activity in any reading instruction or language arts program. (RB)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Discusses the language experience approach to remedial reading as a method to move the high school student with poor reading skills away from instructional techniques with which the student has experienced difficulty and into a no-fail reading situation. (HTH)

A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)