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The Power of Language Experience for Cross-Cultural Reading and Writing
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Landis, David; Umolu, Joanne; Mancha, Sunday – Reading Teacher, 2010
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…
Descriptors: Reading Materials, Public School Teachers, Foreign Countries, Grade 7
Ashton-Warner's Key Vocabulary for the Disadvantaged
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Packer, Athol B. – Reading Teacher, 1970
Descriptors: Creative Writing, Disadvantaged, Grade 1, Individualized Instruction
Language Experience Readin--It's a Natural.
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Allen, Elizabeth G.; Laminack, Lester L. – Reading Teacher, 1982
Provides ideas for implementing the language experience approach with first-grade students. (FL)
Descriptors: Beginning Reading, Grade 1, Language Experience Approach, Learning Activities
Children's Ability to Understand Standard English and Black Dialect
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Cagney, Margaret A. – Reading Teacher, 1977
Descriptors: Black Dialects, Grade 1, Kindergarten, Language Experience Approach
Sharing a Language Experience Library with the Whole School.
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Powers, Anne – Reading Teacher, 1981
Describes a program in which first-grade minority group children wrote the books to stock a classroom library. (FL)
Descriptors: Grade 1, Instructional Materials, Language Experience Approach, Minority Group Children
Are Native American First Graders Ready to Read?
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Simpson-Tyson, Audrey K. – Reading Teacher, 1978
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)
Descriptors: American Indians, Beginning Reading, Grade 1, Language Acquisition
Using Predicatable Materials vs. Preprimers to Teach Beginning Sight Words.
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Bridge, Connie A.; And Others – Reading Teacher, 1983
Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)
Descriptors: Academic Aptitude, Basal Reading, Beginning Reading, Context Clues
Big Books from Little Voices: Reaching High Risk Beginning Readers.
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Trachtenburg, Phyllis; Ferruggia, Ann – Reading Teacher, 1989
Discusses how interactive, whole class techniques (using a student-generated Big Book adaptation of "Corduroy") improved the reading skills of high risk first grade readers. Describes several activities, including sight word strategies, decoding techniques, and word processing, and suggests 27 Big Books for use with these activities. (MM)
Descriptors: Beginning Reading, Classroom Research, Collaborative Writing, Computer Uses in Education