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)

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)

Describes program combining language experience approach, formal readiness material, linguistic and phonetic readers, and identity" readers. (SP)

This program, included in "Effective Reading Programs...," serves 879 first- and second-graders, plus one fourth-grade class. The students are predominantly middle-class whites living in a small city. The program is an initial reading program designed to complement any basal reading series. The instructional strategy is based on the…

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)

Article describes a new approach to the instruction of beginning reading. It is followed by a review of books and articles to aid in using this new approach. (MR)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

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

Describes an experience based reading program developed in Melbourne, Australia, for low-income and immigrant children and a series of books to be published which are based on this program. (MKM)

One of the programs included in "Effective Reading Programs....," is this program begun in 1969 which uses a language experience approach during the first three years of the children's education, kindergarten through second grade. The primary objective is to develop an initial sight vocabulary and word recognition skills in each child by…

Goodman's hypothesis, that the task of learning to read is made more difficult as the divergence between the dialect of the learner and that of the material increases, raises three questions considered by the author to be central to the dialect/reading issue. The first asks what influence dialect has on acquiring reading ability; the second asks…

An attempt to build on oral language programs--such as the language experience approach--by adding a written language component and a phonics component, to make transition to reading more meaningful and reading skill development more systematic, was undertaken in the study described here. The program, called DIREKT, was conducted by two…

THIS STUDY IS PART OF THE CRAFT READING PROJECT OF THE NEW YORK PUBLIC SCHOOL SYSTEM WHICH IS INVESTIGATING THE READING PROGRESS OF DISADVANTAGED URBAN NEGRO CHILDREN. IN THE PRESENT STUDY, CHILDREN IN GRADES ONE, TWO, AND THREE, WITH AND WITHOUT PREVIOUS KINDERGARTEN EXPERIENCE, WERE TAUGHT READING BY TWO BASIC METHODS, EACH DIVIDED INTO TWO…