This paper examines reading research and fosters awareness of limitations in such studies. It begins by discussing the historical aspects of the basal reading program and the language experience and individualized reading approaches. It continues by reporting early studies conducted in these areas, and investigating problems with such studies. The…

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

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…

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…

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)…

A case study examined the whole-part application of the language experience approach to reading as used for students whose reading development is severely delayed. The subject, a third-grade female student reading on the first-grade level as determined by the Woodcock Reading Mastery Tests-Revised (Woodcock, 1987), participated in a reading…

Noting that the idea of reading as a natural language communication process has been well established by research, this paper identifies learning strategies and suggests teaching methods for developing the young child's awareness of the communication nature of reading. The paper concludes that learning strategies based on imitation, drawing, and…

Discusses the Global Method of reading instruction, which is used worldwide and which is based upon the belief that reading is a part of a language-based process, incorporating all of the communication skills. Examines its similarities to LEA, as well as its differences, and explains its advantages as a content area reading technique. (FL)

The "back to basics" movement raises questions regarding the nature of reading that is assumed in instruction and testing. Of the three definitions of reading (decoding, meaning-from-page, and intellectual processes) the latter view, which sees reading as a broad range of perceptual, associative, and cognitive elements, is preferred. The…

To measure the effectiveness of the computer based instructional system designed to develop the writing and reading skills of kindergarten and first grade students, Writing to Read (WTR), which was implemented by three Kettering (Ohio) Elementary Schools in l988 and three more in 1989, was examined in five areas related to the program. Results…

To provide the most effective instruction, materials, and support for beginning readers, teachers need to know if young children are more likely to process from print to meaning-- bottom-up or text-driven processing--or to interpret print to follow meaning--top-down or concept-driven processing. While some studies reveal a correlation between…

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…

Creating a link between current research findings and classroom practice, this book analyzes, compares, and critiques prevalent classroom strategies in beginning reading instruction in light of expertise available in other countries. The book begins with a section on "Points of Departure," consisting of three chapters:…