A bibliography of journal articles related to language experience as an alternative to traditional methods of teaching reading. (HTH)

Reviews two orientations, skill orientation and ideational orientation, of teaching practices in beginning reading. Describes in detail child behaviors linked with teaching tactics for each of these modes of instruction. (Author/SS)

Compares selected language features of urban, first grade children in five different reading programs: Lippincott, Language Experience, Houghton-Mifflin, Open Court, and Ginn 720. Finds significant differences among the programs on number of predictions and average length of T-unit, but no program emerged as significantly superior in two or more…

Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

Describes a modified language experience approach which was successful in developing reading skills in prelingually, profoundly deaf students. (EKN)

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)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Describes an experience based reading program developed in Melbourne, Australia, for low-income and immigrant children and a series of books to be published which are based on this program. (MKM)

Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)

Compares two instructional programs--the structure of the Intellect-Learning Abilities and the Language Experience in Reading--utilized in a rural midwestern laboratory school. Reports no significant difference between experimental and control groups in four out of five operation areas, although the control group scored significantly higher in…

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)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Contends that children need to learn phonic skills, not necessarily through early direct teaching, but through reading experience. Suggests using Paired Reading, which is validated by psycholinguistic reading theory and provides opportunities to learn to read from context and use innate syntactic and semantic knowledge. (SKC)

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)