This paper will compare the uses of selected formal and informal assessments of English language learners (ELLs) in the Language Experience class [TRANSLANGEXP7(&8)-008] at Kimball Middle School, Illinois School District U-46, Elgin, Illinois, during school year 2007- 2008. See figure 1 (page 14) for a graphic display of these assessments…

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet describes several classroom-based studies that have examined children's writing development and synthesizes what they have shown about the process. The first section of the booklet analyzes the term "writing…

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)

Noting that a gap exists between desired and actual literacy levels in the United States, this paper argues that the issue of literacy should be addressed holistically. Proposing that the communication skills of reading, writing, listening, and speaking are integrated and support each other, the paper reviews research indicating the…

Reviews the challenges that college-level English-as-a-Second-Language (ESL) programs present to instructors and students. Offers suggestions for authentic language experiences in classroom settings. Analyzes the literature on language and literacy, whole language, and learning styles. Offers examples of thematic units tailored to elicit authentic…

Discusses some of the inherent problems of teaching Indochinese refugees in schools without ESL (English as a Second Language) programs. Considers the strengths and weaknesses of using the language experience approach with Indochinese refugees. (JT)

A review of selected research studies and practices on the teaching of literacy to limited English proficient (LEP) students suggests that there is considerable variation in the way literacy is defined. Several methods currently being used to develop LEP students' literacy skills are reviewed. Many LEP students continue to be taught reading skills…

Kindergarten children differ in how close they are to becoming readers and writers. A study investigated the dictated and handwritten materials of 24 kindergarten children. In each of two sessions, three language productions were obtained: a told story, a dictated story, and a handwritten story. Additionally, samples of rereading and editing were…

To dispel the myths of linguistic deficiency among nonstandard English dialect speakers, evidence that repudiates these myths should be examined. These myths include suggestions that nonstandard dialects are ungrammatical and cannot be used to form concepts, and that speakers of such dialects receive little verbal stimulation as children. The…

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

This 34-item annotated bibliography examines the literature concerning language experience in the following areas: (1) the rationale for incorporating language arts in the primary classroom; (2) whether using language experience aids the child in developing reading strategies; (3) the achievement scores of children using language experience; (4)…

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…

Based on the premise that comprehension must be the true and final goal of all instruction in reading, this book is designed to provoke teachers' reflections about their own ideas, reading, language, and experiences as teachers of reading comprehension and to help them base their teaching decisions on a knowledge of theory and research about how…

According to a review of current reading research, components of language experience, whole language, and computer-assisted instruction need to be incorporated into the core basal reading program to make reading meaningful and enjoyable for all students. The basal reading approach continues to be used by the majority of teachers in elementary…

The purpose of this study is to show that children go through writing stages while learning to write. Understanding these stages can help children become more effective writers in expressing feelings, memories, and concerns to gain recognition with themselves and others. A literature review examined stages of writing and long-term results from…