Describes the successful use of the language experience approach as a tool in a school for boys with disciplinary problems. (RB)

Describes the techniques, including the use of a peer tutor and the language experience approach, that helped a 16-year-old nonreader learn to read. (MKM)

Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

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)

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

Contributors offer the following suggestions: use the language experience approach with adult beginning readers, remediate adolescent reading attitudes via parents, force students to think through self-propelled reading lessons, and establish a teacher workshop using the participants' content area textbooks. (HTH)

Describes a version of language experience with adolescents that has students write about personal problems and dilemmas they have faced. (AEA)

Describes an adult English-as-a-Second-Language (ESL) program using the Language Experience Approach and designed to serve immigrants and refugees. Discusses the use of educationally naive bilingual tutors and a combinatory instructional format. Argues that the program is pedagogically sound, cost effective, and encourages the students to take…

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

Explains six instructional components, based on a psycholinguistic view of reading, for teaching the adolescent disabled reader to read. (HOD)