Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

The paper describes the enactive method, an alternative approach to introducing and teaching reading to young hearing impaired children. The method actively involves the child as a processor of the material rather than as a passive consumer. The approach is established for a short period of time each day until the student outgrows its original…

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

Suggestions are given for analyzing the language used in reading texts for hearing impaired students, and for using the reading text analysis in experience charts, language activities, and speech materials. (CL)

Spelling should be recognized as a developmental process that is child-initiated and discovery-based. Through use of an integrated whole language approach, children can be provided with opportunities to acquire spelling as a natural language process by beginning at their own developmental level and refining their internal knowledge of word…

Shows teachers who use language experience activities in their classrooms how to use microcomputers efficiently to increase students' reading and writing experiences. (RL)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Discusses the language experience approach to remedial reading as a method to move the high school student with poor reading skills away from instructional techniques with which the student has experienced difficulty and into a no-fail reading situation. (HTH)

A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

The premise of this booklet is that reading should be taught from the beginning to all students with the techniques and materials and orders of presentation that have been found to be effective in remediation, such as the concept of controlled lists. It is "common sense" to teach words in such lists in phonic context, rather than the…

Six conceptions prevail about the language experience approach (LEA) although research and practical experience have proven them false. (1) "LEA does not teach basic skills." If basic skills are defined as communication competence, LEA teaches basic communication skills as well as the mechanics of communication. (2) "A language experience…

Notes that reading and writing can accelerate speech and language growth for nonvocal individuals. Proposes the language experience approach as an effective instructional technique for use with such individuals. (FL)