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…

Teachers working with a language experience approach to reading may use word-sorting activities as a means of exploring the letter/sound concepts and semantic concepts that children are forming. Using words that are already in a child's reading vocabulary, words that the child has made into sight vocabulary, and words that the child has requested…

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…

The New York City Board of Education's Title I program, "Learning to Read through the Arts," teaches skills in reading through involvement in the arts, builds self-confidence, improves self-image, and adds to the experiences of the participating children. If children are able to read material and apply the information thus acquired to…

Descriptions of language learning and reading behaviors are presented, in this paper, within the context of a model of cognitive processing that reflects a continuum for the logical procession of language skills in human maturation and learning. Portions of the paper differentiate silent and oral reading in terms of cognitive load, which is a…

THE RESULTS OF THE CONTINUATION OF THE COOPERATIVE RESEARCH PROGRAM IN FIRST GRADE READING INSTRUCTION AT THE END OF SECOND GRADE ARE REPORTED. THE SECOND-GRADE PHASE WAS CONCERNED WITH (1) THE EXTENT TO WHICH READINESS SKILLS ARE RELATED TO READING ACHIEVEMENT AT THE END OF SECOND GRADE, (2) HOW THE VARIOUS METHODS OF INSTRUCTION COMPARE IN…

Experience background deficiencies and a combination of several factors contributing to inattention in reading can cause children to be verbalizers. The causes of and some corrections for these two problems are discussed. Since reading is essentially a process of reconstructing one's experiences back to the printed symbols, background deficiencies…

The articles in this document present ways in which teachers can teach effectively in classrooms made up of a more diverse population (in terms of ability) than has been the case in the recent past, when more supplemental services were available outside the classroom. Topics of interest are working with smaller units in the teaching of reading,…

Papers collected in this booklet discuss various aspects of language development in the classroom and in the area of remedial reading. Titles include "Project II: Strategies and Milestones" by Martin Kling, which describes the outcomes of an investigation of research in language development and reading; "Language, Linguistics, and Learning to…

This publication contains papers contributed to the fifth Perspectives of Reading conference of the International Reading Association which focused on the teaching of beginning reading. The following approaches are described and evaluated: (1) individualized reading, (2) basal reading, (3) linguistic approach, (4) phonics approach, (5) new…

This study investigated the extent to which the language base as described in the three strands of the Language Experience Approach Rationale is provided for in the first grade reading textbook teacher guides adopted by the state of Arizona. Language experiences in a random sample consisting of five pages from each of the 77 books included on the…

Presents the Language-Experience Approach (LEA) of teaching beginning and remedial reading, describing how it may be used in the science classroom. Provides step-by-step instructions on how to incorporate the LEA into science laboratory activities and gives tips on how to structure the class to accommodate different levels of readers. (JM)

Suggesting that every child has the right to know first-hand the power and possibility that comes from being a literate individual, this textbook offers prekindergarten through primary education preservice teachers the opportunity to participate in the thinking and decision making that face teachers of young children. Selected theoretical…

Presents an overview of three ways that the computer can bridge the gap between reading and writing instruction: (1) word processing in the Language Experience Approach; (2) software to combine text and graphics; and (3) software to facilitate interactive reading and writing experiences. (MG)