This paper will compare the uses of selected formal and informal assessments of English language learners (ELLs) in the Language Experience class [TRANSLANGEXP7(&8)-008] at Kimball Middle School, Illinois School District U-46, Elgin, Illinois, during school year 2007- 2008. See figure 1 (page 14) for a graphic display of these assessments…

An annotated bibliography of materials on the language experience approach to reading instruction, prepared as part of a study to determine the effects of and methods for implementing this approach in primary classrooms, comprises the major portion of this document. The bibliography's 63 annotations are arranged in four categories: (1) the…

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)

Notes that reading and writing can accelerate speech and language growth for nonvocal individuals. Proposes the language experience approach as an effective instructional technique for use with such individuals. (FL)

Argues that the language experience approach is a good technique to use to teach reading to deaf and hearing impaired children, but that the rationale for the technique presented by Russell G. Stauffer is misleading in regard to the way such children learn. (Author/FL)

Reviews the challenges that college-level English-as-a-Second-Language (ESL) programs present to instructors and students. Offers suggestions for authentic language experiences in classroom settings. Analyzes the literature on language and literacy, whole language, and learning styles. Offers examples of thematic units tailored to elicit authentic…

Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

Discusses some of the inherent problems of teaching Indochinese refugees in schools without ESL (English as a Second Language) programs. Considers the strengths and weaknesses of using the language experience approach with Indochinese refugees. (JT)

Discusses the effect of previous knowledge on reading comprehension. Suggests reading instruction methods that evoke the readers' experiences, or schemata, relevant to the material. (HTH)

This paper describes a specific form of qualitative research--narrative inquiry. In this form of research, peoples' stories become the data. The paper explores the power of narrative inquiry as a "heretical" research method and how it can be used to examine stakeholders' experiences and beliefs related to transforming a system; for example, the…

This paper examines reading research and fosters awareness of limitations in such studies. It begins by discussing the historical aspects of the basal reading program and the language experience and individualized reading approaches. It continues by reporting early studies conducted in these areas, and investigating problems with such studies. The…

Identifies several teaching techniques that help children develop an awareness of the communicative nature of reading and writing. Cites learning theories to support the techniques. (FL)

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)

Contains contributions from five educators concerning the following topics: (1) the "Super Sounder" system of presenting phonics instruction to beginning readers, (2) teaching vocabulary in a multigrade classroom, (3) language experience and basal readers, (4) pacing as a key to successful drill work, and (5) creative ways to encourage reading.…

Demonstrates briefly the naturalness of dialect variation in American English, examines the implications for reading instruction of recognizing the naturalness of dialects, and provides a list of references for the professional development of teachers of children who speak dialects other than standard English. (ET)