Shows how the language experience approach is a useful tool in teaching expository prose structure to elementary school students. (EL)

Reviews ways that the word processor makes the language experience approach easier for teachers and students. (FL)

Describes a modified language experience approach which was successful in developing reading skills in prelingually, profoundly deaf students. (EKN)

Reviews the literature in the Educational Resources Information Center on using the language experience approach with secondary students and adults. (RB)

This paper examines reading research and fosters awareness of limitations in such studies. It begins by discussing the historical aspects of the basal reading program and the language experience and individualized reading approaches. It continues by reporting early studies conducted in these areas, and investigating problems with such studies. The…

Describes a reading program for disadvantaged students that utilizes the child's background and experiences and language in beginning reading instruction. (TO)

Presents the results of several studies dealing with dialect differences and offers a rationale for using the language experience approach for teaching dialectically different black children. (TO)

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

Describes Project Prolexia which emphasizes building self-confidence, and healthy attitudes toward learning in each child as he progresses through formal skills in reading, math, science, social studies, and the creative arts. (Author/RB)

Article describes a new approach to the instruction of beginning reading. It is followed by a review of books and articles to aid in using this new approach. (MR)

Reports the results of an ESEA Title III program using a computerized Language Experience" method of teaching reading to black elementary school students in Florida. (JM)

Minilessons are used in a reading clinic and in the classroom to determine if the reading disabled student is best able to learn new words through visual, auditory, or visual motor channels. Language experience stories are also generated along with a writing sample. (CL)

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)

Identifies several teaching techniques that help children develop an awareness of the communicative nature of reading and writing. Cites learning theories to support the techniques. (FL)