Results of study show that instruction in grapheme-phoneme correspondence using a didactic approach is an invaluable aid in producing specific articulation. (JM)

Describes the look/listen approach and the look/talk approach of the language experience method of early reading instruction. Suggests guidelines for early literacy development that integrate these approaches through the use of trained classroom volunteers. Identifies resources for implementing the integrated literacy approach. (KB)

The premise of this booklet is that reading should be taught from the beginning to all students with the techniques and materials and orders of presentation that have been found to be effective in remediation, such as the concept of controlled lists. It is "common sense" to teach words in such lists in phonic context, rather than the…

Contains a historical view of decoding and discusses what it means for teachers of phonics. (RB)

This paper discusses peer teaching as one method of coping with larger classrooms, as a means for cultural and linguistic improvement in bilingual classes, and as a means for improving the use of a language experience approach to teaching reading. The paper stresses that (1) peer teaching requires careful organization and planning based on…

The effect of two methods of reading instruction on the spelling achievement of first-grade students was investigated. Ten first-grade classes received reading instruction utilizing the Language Experience Approach (LEA) and 11 received instruction utilizing the Basal Reader Approach (BRA). One spelling list of 40 phonologically regular words and…

This review on the language experience approach to reading instruction for the culturally disadvantaged is one of the reading information series, designed to review the past, assess the present, and predict the future of reading education. The target audience are those with specific professional interests and needs: researchers, professors, and…

Discusses the language experience approach and describes some methods for providing children with experience and assistance in producing oral monologues. (JM)

First explains what is meant by "metalinguistic awareness" as a special dimension of language experience and its seeming importance in education; then describes a conception of the function of "play" in general and play with language in particular; and asks how educators might encourage play with language in school. (Author/JM)

Notes that reading and writing can accelerate speech and language growth for nonvocal individuals. Proposes the language experience approach as an effective instructional technique for use with such individuals. (FL)

Proposes the "say and write" method and the directed sentence reading method as ways of using language experience stories to develop children's sight vocabulary. (FL)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Argues that the language experience approach is a good technique to use to teach reading to deaf and hearing impaired children, but that the rationale for the technique presented by Russell G. Stauffer is misleading in regard to the way such children learn. (Author/FL)

Working with dictated stories helps young hearing-impaired children improve their ability to communicate. (DD)

Provides practical suggestions for teachers to integrate cultural pluralism in three reading strategies: (1) reading workshops; (2) writing workshops; (3) language experience approaches that make a valuable contribution to students of all cultural backgrounds. (Author/VWL)