In teaching reading, teachers should understand the three categories of language information which all readers draw upon in the processing of information. These three categories are (1) grapho-phonic, the information from the writing system and from the phonological system of oral language; (2) syntactic information, the information from grammatical structures of the language; and (3) semantic information, information related to meaning and concepts represented by the printed word. An effective language experience program is one based on educational, psychological, and linguistic understandings. In the implementation of the program, teachers seek to help children relate the written language code to the spoken language code at the same time as they help children develop strategies for language recognition of the grapho-phonic, semantic, and syntactical information. Communication is foremost in this child-oriented program with reading instruction built on existing language performance, but the instruction does not stop with and is not limited to that performance, as language facility is constantly extended. (Author)