Describes and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

This evaluation was undertaken in an effort to provide data concerning the effectiveness of the Tucson Early Education Model, a Follow Through Model sponsor and reading instruction program which advocates the language experience approach. Seventy-three children were tested according to a miscue analysis model, in order to identify those…

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…

A language program was developed which was based on three areas of psycholinguistic abilities associated with auditory processes. The major aim of this study was to test the effect of this specially devised program on reading competence. Another aim was to test the effect of the program on reading attitude and spelling competence. Fifth grade…

This study examined the effects of two programs which differed in the methods they employed to develop reading readiness. The two methods represented were a language experience approach and a phonics approach. The subjects were children from kindergarten classes in two elementary schools in Flint, Michigan. All subjects were randomly assigned…

The practicum described in this study sought to motivate pupils to want to learn to read and to improve their reading skills. Three hundred eighty-two pupils from second through ninth grade who were identified as having reading deficiences were admitted on a referral basis. A standardized test was used to diagnose strengths and weaknesses in…

This report describes several prominent reading comprehension programs for use in grades three through eight and discusses some research studies on these programs effectiveness in terms of student achievement. Three basal reading series are compared and descriptions are given of the DISTAR reading and language programs, objective-based reading…

To examine the effects of the language experience approach (LEA) on beginning reading achievement, a study analyzed five projects conducted as part of the United States Office of Education first grade studies and 32 additional studies comparing basal reading approaches to LEA. Using two methods of quantitative synthesis (vote-counting and…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 34 titles deal with a variety of topics, including the following: (1) elementary school reading comprehension instruction; (2) a language experience approach to remedial reading instruction with junior high school students, (3)…