The relationships between prereading measures of auditory discrimination, letter knowledge, and intelligence and reading ability were investigated for pupils who completed grades 1 and 2 in four different types of instructional programs--conventional basal reading programs, i/t/a programs, language-experience approaches, and code-emphasis…

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin…

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…

When follow-through kindergarten and first-grade pupils in four school systems across the United States were encouraged to pick their own key vocabulary words as recommended by the Sylvia Ashton-Warner method and to apply the words to the language experience method of learning reading, the lists the children requested differed significantly from…

This pamphlet discusses some beginning approaches and technological approaches to reading instruction, and the relationship between children's language and reading. The first section looks at several approaches to reading instruction: "The Language Experience Approach,""The Initial Teaching Alphabet,""Linguistic Approaches to Reading,""Programed…

The purpose of this study was to determine and to interpret the effect of two differing approaches to reading instruction on the self-social concepts of first grade children. The concepts analyzed were self-esteem; social interest; individuation; complexity; realism; identifications with mother, father, teacher, and friend; and preferences for…

The activities and skills in this guide are designed to improve the listening skills and spoken language of the preschool and primary grade child. Divided into two sections--reading readiness and the reading process--the guide provides skills, suggested activities, and evaluation criteria and methods for teaching listening, speaking, the thought…

This publication is designed to acquaint reading teachers with various approaches and media in beginning reading instruction. The nine broadly based innovative aspects considered are Using Language Experiences, Individualizing Beginning Reading, Using Color, Applying the Linguistics of Sounds in Words, Using i.t.a. in the United States, Using…

Describes various activities designed for use in the reading classroom, including (1) cooperative learning activities; (2) reading and writing activities; (3) ways to improve comprehension; and (4) ways to encourage independent reading. (FL)

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)

Reading is a tool for learning. The goal for the teaching of reading must be to produce lovers of reading. A holistic approach should replace exclusive dependence on basal readers. Effective methods are the following: (1) language experience approach; (2) word banks; (3) pattern books; (4) sustained silent reading; and (5) directed…

Examination of cognitive prerequisites for the acquisition of reading skills identified two kinds of conceptual representations of language activities--functional and technical concepts. English-as-a-second-language students can transfer these concepts to second-language literacy, but attention must be given to orthographic coding principles of…

Describes public library materials appropriate for adult literacy students and suggests methods of incorporating them into instruction. (AEA)

Contributors discuss ways to introduce and motivate: (1) beginning reading, (2) repeated readings in the remedial classroom, (3) vision and cognitive style, (4) guidelines for a reading aloud program, and (5) good beginnings for potential reading teachers. (FL)

Reports an investigation of the most appropriate tutorial setting for the generation of natural urban child language for experience stories. Concludes that the condition that tapped the most profuse linguistic performance for student-created reading material among Black sixth grade students was tutoring by a White adult professional teacher. (FL)