Describes the successful use of the language experience approach as a tool in a school for boys with disciplinary problems. (RB)

Uses the language experience approach with a state driver's manual to teach disabled adolescent readers and educable mentally retarded students. (RS)

Describes the techniques, including the use of a peer tutor and the language experience approach, that helped a 16-year-old nonreader learn to read. (MKM)

Describes using the language experience approach as a diagnostic tool with adults who want to learn to read. Offers a checklist. (SR)

Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

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)

Explores the nature of illiteracy for adults who have made no or minimal progress in learning to read or write. Finds further support for using the whole language approach and the language experience approach for adult beginning readers. (RS)

Examines several approaches to vocabulary development that are alternatives to direct vocabulary instruction. (AEA)

Reviews the literature in the Educational Resources Information Center on using the language experience approach with secondary students and adults. (RB)

Describes and analyzes how an Urban Appalachian woman who could not read or write progressed to functional levels when instruction involved her in reading her own language. Argues that educators who failed to acknowledge her language as an integral aspect of her as a learner may have denied her previous access to literacy. (SR)

Relates personal experiences in reading and writing poetry with a group of elders in an attempt to learn something about their use of language, their life stories, and themselves. (HOD)

Contributors offer the following suggestions: use the language experience approach with adult beginning readers, remediate adolescent reading attitudes via parents, force students to think through self-propelled reading lessons, and establish a teacher workshop using the participants' content area textbooks. (HTH)

Describes the successful use of Reading Recovery paired with authentic, high interest reading and the Language Experience Approach with a high school remedial reader. (SR)