Published research shows that English speakers gain literacy skills up to the 7-year level more effectively when taught using a language experience approach rather than a word reading approach (reading common words plus phonic reading). It is suggested that this is because of the almost unique nature of English phonology, that is the strengthening…

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…

Argues that an understanding of the psycholinguistics of the reading process can provide a foundation for instructional decision making in secondary and college reading classes. Discusses factors affecting reading comprehension. Provides exercises to help students use prior knowledge about the nature of language to overcome reading difficulties.…

Since, by the time they enter school, children have developed a major portion of their spoken language system by being immersed in language, it seems probable that they could also apply these rules to the orthographic system if they were immersed in reading. Thus, learning to read by reading would allow the general formation of rules that could…

Discusses the relationship between children's knowledge of their language and the process of reading, along with some implications for teachers. (MP)

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…

Noting that the idea of reading as a natural language communication process has been well established by research, this paper identifies learning strategies and suggests teaching methods for developing the young child's awareness of the communication nature of reading. The paper concludes that learning strategies based on imitation, drawing, and…

Children will meet one less obstacle to making the transition from spoken to written fluency in language if, during the transition period, they experience written language that corresponds structurally to their spoken language patterns. Familiar children's folksongs, because they contain some of the structure of children's oral language, provide…

Addressing major themes of the commission's "Open Letter to the American People," this article discusses reading and writing skills development, and the cognitive skills involved in these processes. An effective teaching method, the Language Experience Approach based on aural/oral language with reading and writing combined, is detailed. (MBR)

Intended for reading teachers, this resource book provides a variety of practical suggestions and materials for motivating students to read. Chapter one deals with removing roadblocks to reading, including such things as low expectations, a poor self-concept, lack of self-control, lack of flexibility, and lack of time and of interest. Chapter two…

Focusing on the development of literacy, this book discusses the teaching of reading and writing through stories, songs, and poetry. It is argued that, to develop literacy, teachers must know what to teach, how to Teach efficiently, and how to assign practices through which children learn. The book is organized into three general parts. The first…

A study investigated ways of establishing links between different methods of reading instruction, children's conceptualizations of the reading process, and children's actual reading behavior. Two instruments were used to assess the relationships between the three variables: a revised version of "The Reading Miscue Inventory" and…

Addressing subjects ranging from reading readiness to phonics, this book examines several fundamental elements of beginning reading instruction. Divided into 12 chapters, the book begins with a chapter providing a general overview of reading instruction, including the debate between the perception of reading as decoding or comprehension, and other…