The case study of a third-grade learning disabled boy demonstrates effectiveness of meaning-centered tutoring involving observation, reading to S, and hearing the S language experiences. (MC)

A modification of the language experience approach in which meaningful experiences form the basis for evoking language is illustrated with an autistic person. (CL)

Presents the case history of an adult nonreader taught to read through the language experience approach, rereading, retelling, assisted reading, and sustained silent reading. (DD)

The author, a university professor, describes his experiences in teaching language to his autistic-like son who also has visual impairments. "Experience Language," an adaptation of Language Experience Approach (LEA) is described, and its contributions to the child's reading, writing, and talking are noted. Suggestions are made on the importance of…

Describes a joint literacy program between Drexel University in Philadelphia and the Center for Literacy which is based on three nonintrusive instructional procedures: the language-experience approach, individualized reading, and expressive writing. Presents case studies of three adult learners. Evaluates the program's effectiveness. (SR)

The experiences of a teacher of English as a second language in teaching reading in English to an enthusiastic and illiterate Ethiopian woman married to an American and living in the United States are described. The Ethiopian woman was eager to talk on the telephone, take messages for her husband, go to the store by herself, read to her…

The use of the language experience approach to teach readiness and beginning reading and writing skills in preschool programs is explored. The value of this holistic approach is illustrated with a case study of a preschool child with a severe expressive language delay and phonological disorder. (DB)

Presents a case study of an avid middle-grade reader who a had poor self-concept and who did not connect her school reading to anything in her life. Discusses how free-writing and language experience approaches helped her present detailed, thoughtful responses to text. (RS)

Describes the effect of a language-rich program on a student repeating first grade and viewed as reading disabled. Concludes that the student experienced early and sustained success in reading and writing in the language- and meaning-centered program. (RS)

For an entire school year, two low-achieving severely learning disabled third-grade students ("Billy" and "Bonny") spent 30 minutes each day working with a Resource Room teacher on a variety of holistic activities. Activities were added, discarded, or modified to maximize the children's motivation and success. "Cut-up sentences" were used early in…

Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and…