Compares the whole-language approach to the language experience approach. Notes that the major criticisms cited of language experience appear to be cited of whole language. Suggests that the tenets of whole language fit into preparing for the year 2000 and discusses the survival of the movement in relation to teacher preparation. (RS)

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)

Presents an interview with Dr. Roach van Allen in which he describes how he became involved in education, who influenced him professionally, his proudest accomplishments (a theoretical model for a language experience program), what he sees as the current problems in reading education, and what he sees in the future. (RS)

Kindergarten teacher typed children's stories as they were dictated to her because it offered the children an opportunity to articulate ideas, practice using language effectively, weave pleasing stories, and create bonds between children and adults. (DF)

Describes an interactive method of teaching reading that can be adapted to students' needs, skills, experience, and culture. Shows how the method develops phonological awareness and builds on skills adults already have, such as manual dexterity, visual analysis, and observation. (SK)

Presents the language experience approach (LEA) as a supplement to and enrichment of the more formal approaches to reading instruction. Discusses four obstacles to implementation of LEA and describes the physical environment approach to it. (FL)

Discusses the language experience approach (LEA) to teaching adults to read. LEA capitalizes on the adult's rich experience and advanced learning and speaking skills. (JOW)

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)

The premise of this booklet is that reading should be taught from the beginning to all students with the techniques and materials and orders of presentation that have been found to be effective in remediation, such as the concept of controlled lists. It is "common sense" to teach words in such lists in phonic context, rather than the…

Six conceptions prevail about the language experience approach (LEA) although research and practical experience have proven them false. (1) "LEA does not teach basic skills." If basic skills are defined as communication competence, LEA teaches basic communication skills as well as the mechanics of communication. (2) "A language experience…

Interviews Ralph Peterson of Arizona State University about S.M.I.L.E., a group of teachers taking control of their own learning. The group was formed to Support, Maintain, and Implement Language Experience in teaching. (HTH)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Provides practical suggestions for teachers to integrate cultural pluralism in three reading strategies: (1) reading workshops; (2) writing workshops; (3) language experience approaches that make a valuable contribution to students of all cultural backgrounds. (Author/VWL)

Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

Offers a description and a rationale for language experience learning, then presents an explanation of current developments and factors influencing the implementation of language experience programs. (FL)