Describes using the language experience approach as a diagnostic tool with adults who want to learn to read. Offers a checklist. (SR)

Reviews the literature in the Educational Resources Information Center on using the language experience approach with secondary students and adults. (RB)

Describes and analyzes how an Urban Appalachian woman who could not read or write progressed to functional levels when instruction involved her in reading her own language. Argues that educators who failed to acknowledge her language as an integral aspect of her as a learner may have denied her previous access to literacy. (SR)

Describes how a language experience approach was used in a workplace literacy program for adult immigrant railroad workers in Australia. Describes how the workshop built on participants' developed oral skills and life experience to create texts that were relevant, interesting, and comprehensible to these learners. (SR)

Discusses illiterate and semiliterate adults who want to become literate to enjoy a more satisfactory quality of life. Describes their life experiences and provides examples of effective instruction methods based on the language experience approach, including dictation, word banks, journal writing, individualized and assisted reading, and…

Describes the Adult Basic Word List, a resource that can be used by illiterate adult learners for a quick spelling reference as well as by teachers and other curriculum developers for lesson and material design. (HOD)

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)

Describes public library materials appropriate for adult literacy students and suggests methods of incorporating them into instruction. (AEA)