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)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

This program, included in "Effective Reading Programs...," serves 150 children in kindergarten through grade 9 who are reading below grade level and show measurable potential for improvement. The activities in which children engage depend on the diagnosis of their skill deficiencies. At each grade level, a reading specialist leads small…

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Describes an experience based reading program developed in Melbourne, Australia, for low-income and immigrant children and a series of books to be published which are based on this program. (MKM)

Reading teachers and specialists have a difficult task in determining which components need to be emphasized in a quality reading program. Vital goals need to be achieved, experiences and activities must capture learner interest, and sequence in learning and organization of subject matter must guide student integration of knowledge. The scope of…

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

A study explored the effects of an expanded Language Experience Approach (LEA) on listening comprehension skills of kindergarteners. During a 2-year period, two exerpiments were conducted with different groups of kindergarteners. The second experiment replicated the first experiment and was conducted to determine if an expanded LEA would produce…

Reading instruction is on the verge of a shift to a new paradigm that will be based on a new understanding of cognitive processes and will include five important tenets: (1) the best way to promote the emergence of reading behavior is to use interesting story books; (2) the primary cause of reading problems is too much instruction, too much…

This final evaluation report of the Burrillville Reading Observes Necessary Communication Objectives and Skills (BRONCOS) project, a Right to Read program in Burrillville, Rhode Island, summarizes the results for each of the project's four general and ten specific objectives and describes the activities that have been carried out to accomplish…

The purpose of this publication is to provide kindergarten teachers with the rationale, ideas, and activities necessary for implementing an experience-based language/prereading program in their classrooms. The various sections contain a rationale for using language experience activities; suggestions for classroom management of such activities; and…

One of the programs included in "Effective Reading Programs....," is this program begun in 1969 which uses a language experience approach during the first three years of the children's education, kindergarten through second grade. The primary objective is to develop an initial sight vocabulary and word recognition skills in each child by…

This program, included in "Effective Reading Programs...," serves K-5 students in a small rural town. The strengths of children are the focus of this program, which uses teaching strategies introduced by Robert Wilson of the University of Maryland reading center. Teacher-prepared diagnostic tests and skills checklists are used to…

Goodman's hypothesis, that the task of learning to read is made more difficult as the divergence between the dialect of the learner and that of the material increases, raises three questions considered by the author to be central to the dialect/reading issue. The first asks what influence dialect has on acquiring reading ability; the second asks…