Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

A noncategorical preschool program for handicapped children employs two language-intervention methods: a precision method in which groupings are made by ability level and data-taking procedures are emphasized; and an experiential method which involves pretesting and posttesting but provides groupings across all ability levels. (CL)

Provides ideas for implementing the language experience approach with first-grade students. (FL)

Explains how one kindergarten teacher introduces her students to children's literature. (FL)

Describes a version of language experience with adolescents that has students write about personal problems and dilemmas they have faced. (AEA)

Presents a series of teaching ideas that use language experience stories produced by children to foster their expressive language abilities. (FL)

Nineteen first grade children were randomly assigned to two experimental reading instruction conditions lasting 12 weeks. Both conditions used the language experience approach to teaching beginning language. In the experimental stage, the language experience approach was augmented by a total of six hours of individualized word-bank activities.…

Discusses the need for systematic exploration of claims about the advantages of language experience dictations; recommends that teachers guide the rereading and editing of early dictations to facilitate comprehending behaviors, and that they help children explore writing conventions as their dictations indicate a readiness to learn them. (ET)

Describes language experience activities which tie concepts, vocabulary, sentence structure, and beginning reading skills together and which are appropriate for the bilingual child. (MKM)

Discusses the language experience approach to reading and writing and describes how such an approach would benefit limited and non-English speaking high school students. (DD)

This article criticizes the use of translation from English into French as a method of teaching French, and proposes alternative methods, including a variation on the language experience approach. (CLK)

Reading and writing instruction for gifted students should address their actual use in meaningful contexts. Reading instruction should emphasize use of authentic materials, modified use of basals, divergent student responses, etc. Writing instruction should emphasize writing as a tool for learning, function before form, and opportunities for…

Asserts that the language experience approach and invented spelling can be used to teach writing and reading in kindergarten. Notes that this approach takes advantage of children's enthusiasm for sharing stories, and individualizes literacy development. (MM)