This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling…

This article describes two educational settings in Nigeria where teachers adapted a language experience approach for reading and writing instruction. The first setting is a professional development workshop for public school teachers of students in grades 1-6. The second setting includes two groups of students with special needs: a grade 6 class…

Children arrive in classrooms with varied background knowledge, which means that teachers must select instructional methods, materials, and techniques to meet multiple needs. A carefully planned approach that includes direct and explicit instruction--as well as extensive opportunities for reading, writing, speaking, and listening--can help…

Describes language experience activities which tie concepts, vocabulary, sentence structure, and beginning reading skills together and which are appropriate for the bilingual child. (MKM)

Notes that reading and writing can accelerate speech and language growth for nonvocal individuals. Proposes the language experience approach as an effective instructional technique for use with such individuals. (FL)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

Discusses the need for systematic exploration of claims about the advantages of language experience dictations; recommends that teachers guide the rereading and editing of early dictations to facilitate comprehending behaviors, and that they help children explore writing conventions as their dictations indicate a readiness to learn them. (ET)

Outlines teaching strategies developed in an inservice program for elementary teachers in rural areas of Bolivia; notes the importance of developing children's oral language skills, using the local environment as the basis for language experience lessons, and including community study in the curriculum. Presents ideas useful to teachers in other…

A study of the oral language of Native American children indicates that many are not proficient enough in English to learn to read. Suggestions are given for language development. (MKM)

Assesses the results of using Comprehensible Input PLUS Language Experience Approach (CI plus LEA) to teach reading and language arts to non-native speakers in grades 4-6 in the early stages of language acquisition. Concludes that students demonstrated a high retention level as well as an ability to transfer what they had learned by reading…

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)