The perceptions of volunteers and children regarding critical incidents identified in a program of volunteers working with children in reading were investigated. The critical incident technique, developed by John C. Flanagan, was used to collect the data. Sixty volunteers and 60 children identified 234 critical incidents, 141 positive and 93…

This program, included in "Effective Reading Programs...," is the result of the efforts of a small team of teachers who desired an alternative method for teaching efficient reading and study skills to underachieving high school students and for supplementing remedial reading classes. Begun in 1972, the program serves 130 ninth graders…

Three recent developments discussed were representative of some of the modern trends in the language-experience approach. The first stressed the increased use of multisensory materials which have expanded the chances for success of many language-limited children. The second trend focused on the extended use of learning centers to provide them with…

A Title I 5 year Visual Literacy Experimental Program was initiated in four kindergarten classes during the 1972-73 academic year. The program was designed to focus on a hierarchy of visual skills and aesthetic experiences involving body language, graphic expressions, and photography, and to correlate these with the objectives of the classroom…

This book reviews research on the teaching of elementary reading and summarizes the research in such a way as to make it useful to the elementary school teacher. A number of methods and procedures of instruction are considered. The first chapter discusses when to begin reading and general topics related to teaching young children, and the second…

Descriptions of reading programs and services related to elementary reading instruction in 16 Washington, D.C. schools are included in this report. Data are reported for grade levels only and combines information for all schools. Basal readers are the most commonly used materials, with approaches used with these materials varying greatly across…

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Designed as a component of the Navajo Bilingual Bicultural Curriculum, "Ch'al" is the first book in a series of three initial readers composed of a teacher's guide and student reader-workbook. Lessons are introduced the second semester of kindergarten or whenever the teacher feels the children are ready to begin reading and should not be longer…

The second book in a series of three initial readers designed as a component of the Navajo Bilingual Bicultural Curriculum, "Chaa'" builds on the vocabulary introduced in "Ch'al" (the first book of the series). The second reader introduces all the remaining consonants (16), except "x," in the Navajo alphabet; 11 vowel…

To encourage teachers to use the language-experience approach (LEA) in teaching reading-language skills, a workshop was conducted in which teachers participated in a language-experience lesson. Participants were asked to discuss a controversial topic of current interest; during group discussion, ideas and vocabulary were evoked from the group.…

This publication contains pa ers 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…

Culturally disadvantaged children are characterized as having neither the proper amount of physical stimuli nor the opportunity to engage in many first-hand and vicarious experiences. Emphasis is placed on the ideas that a teacher's attitude is of utmost importance to a disadvantaged child's success in school and that teaching strategies should be…

Contends that children need to learn phonic skills, not necessarily through early direct teaching, but through reading experience. Suggests using Paired Reading, which is validated by psycholinguistic reading theory and provides opportunities to learn to read from context and use innate syntactic and semantic knowledge. (SKC)

Substantial linguistic growth took place in grade one children who were taught beginning reading by a language experience approach. (JH)