Describes a project in which student teachers at the University of North Carolina at Wilmington are being prepared to teach beginning reading using the language-experience approach. (CS)

Describes an instructional project, How to Tell a Foreigner to Berlin the Way,'' designed to give 8th graders practical experience in using English; format based on the text London--People ans Pictures,'' Cornelsen-Velhagen & Klasing, Berlin. (RS)

Suggests ways in which a teacher can change the learning task to suit the student's level of development. References. (VJ)

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)

Five contributors suggest ways to (1) develop oral reading skills; (2) adapt the language experience approach for use with the mildly handicapped, slow learner; (3) conduct a "ditto-less day" in the classroom; (4) use microcomputers for reading comprehension; and (5) use LEA with basal readers. (FL)

Transcriptions of a teacher using the "look and say" method of teaching reading to her beginners grade are analyzed. Methodological problems are identified and related to the children's view of the reading process and to their views of themselves as learners. The language experience approach is also discussed. (Author/KC)

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