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)

Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

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

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 and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

Analyzes six ideas related to language experience intended to improve the teaching of reading. (RB)

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)

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…

Using student dictated stories to create class books is an exciting way to teach young children about books and writing. Children can thus use their own material as they learn to read, the books provide a class library, and writing through dictation allows young children to learn about reading and writing before they can read or write--even with…

Thirty-three first grade classrooms in Georgia were observed to determine the state of language experience instruction and to examine whether such instruction makes a difference in students' awareness of the reading purpose, their knowledge of instructional terminology, their reading attitudes, and their reading achievement. The Allen Level of…

Discusses the relationship of cognitive development or thinking skills to language development and beginning reading. (MKM)

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)