Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

Explores two factors which can help teachers in guiding students who have difficulty reading their textbooks--understanding the reasons why students have problems and finding some way to teach the subject content and reading at the same time. (JM)

Argues that the language experience approach to the teaching of beginning reading not only makes use of the valuable resource of children's speaking, but also cultivates their metalinguistic ability and eases their transition between two very different forms of language. (FL)

Suggests a variation on the language experience approach designed for groups of nonverbal children. (MKM)

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

Presents a series of teaching ideas that use language experience stories produced by children to foster their expressive language abilities. (FL)

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)

Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)

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)

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)

Presents four strategies (journal writing, directed listening-thinking activity, use of big books, and language experience approach) which are components of many whole language classrooms and can be used by teacher educators to model teaching methods beginning teachers can use in their classrooms. (MG)