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

Urges the use of the language experience approach to helping children learn to read and to write. Suggests some activities for starting the school year using this approach. (TJ)

Teachers aware of the value of each child's language can do much to prevent initial reading difficulties among those who speak nonstandard dialects. (DD)

Describes how using a flashlight to read language experience chart stories can provide a concrete way to build a foundation for many emergent reader concepts, such as directionality. (SR)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Reviews two orientations, skill orientation and ideational orientation, of teaching practices in beginning reading. Describes in detail child behaviors linked with teaching tactics for each of these modes of instruction. (Author/SS)

Discusses the language experience approach (LEA) to teaching adults to read. LEA capitalizes on the adult's rich experience and advanced learning and speaking skills. (JOW)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)

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)

Describes the look/listen approach and the look/talk approach of the language experience method of early reading instruction. Suggests guidelines for early literacy development that integrate these approaches through the use of trained classroom volunteers. Identifies resources for implementing the integrated literacy approach. (KB)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

Examples of the awareness of young children of printed information they have gained informally are used to demonstrate some of the important knowledge that children bring to beginning reading and writing. Teachers need to encourage exploratory reading and writing experiences. (Author/DB)

Describes a bilingual open classroom program for kindergarten children in which the classroom environment is rich with printed language and children are introduced to reading by an individualized system they both enjoy and profit from. Tells how children "write" books, how phonics is introduced, and how reading is incorporated in a variety of…

Explores the nature of illiteracy for adults who have made no or minimal progress in learning to read or write. Finds further support for using the whole language approach and the language experience approach for adult beginning readers. (RS)

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)