Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

This study investigated the effect on the reading comprehension of preschool children of matching syntactic patterns in written materials to patterns in their level of language acquisition. It also examined whether a language experience method or a prescribed vocabulary method had different effects on the results. Eighty randomly selected subjects…

Reflecting an orientation to reading, language development, and students, this guide was drawn together to help give focus and direction to the efforts that are occurring in schools where people are studying the environment in which a child becomes a reader. An overview of the guide centers around the belief that a child will become a reader if he…

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

Describes a reading program for disadvantaged students that utilizes the child's background and experiences and language in beginning reading instruction. (TO)

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)

Reviews literature defining the characteristics of the complex puzzle children encounter moving from oral language to print. Illustrates that, by reading their own writing, children discover the precise connection between reading, writing, and language. (HTH)

This paper describes and illustrates an approach to reading which combines the language experience approach (LEA) and imaginative play. The LEA and the components of the lesson are briefly reviewed. Imaginative play and its descriptive components are identified and explained. The procedure for combining the two elements is roughly as follows: The…

The South Metropolitan Association Communication Development Program in Flossmoor, Illinois, developed a language-oriented program that improved reading and writing proficiency of students with communication disorders. The program involves development and reading of language experience stories, role playing, vocabulary development, and other…

This study hypothesized that an intervention program that would develop students' language facility in lower elementary school might increase the students' likelihood of retention. An outgrowth of a family literacy project which focused on raising the literacy level of an Appalachian community, the study used the Language Experience Approach which…

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…

Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

The language experience approach is a reading methodoloy that is highly organized, highly structured, and very systematic, but that allows teachers to teach without texts. It is a multiple, variegated set of activities designed to serve one purpose, namely, the instructional use of pupil's own language. As such, there are five interrelated aspects…

The child approaching reading for the first time comes well-equipped with developmental tools to lighten the task. Linguistically speaking, in addition to some decoding skills, the child has a full-blown syntactic system consisting of the basic syntactic forms, though some of the more intricate forms will not be mastered until much later.…