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)

Reviews the philosophy of the language experience approach to reading instruction and presents a condensation of a lesson that was developed in a basic reading class. (RB)

Describes "whole language" as a new term for literacy instruction which emphasizes application of reading and writing in meaningful contexts. Argues that the theoretical base for whole language is closely related to key ideas of language experience and psycholinguistics, but that whole language represents a new paradigm. (RS)

Describes the steps involved in adapting the language experience approach for teaching second language learners in the regular classroom as: involving the discussion of student experiences and knowledge related to the text reading selection; recording student experiences and knowledge into written language; and considering student review or…

Presents a last resort technique for teaching reading to adolescent and adult illiterates. (RS)

Describes three strategies to help teachers accommodate the learning styles of poor readers: language experience, mapping, and recorded books. (SR)

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were…

Compares the effectiveness of two approaches for teaching basic sight words to educable mentally handicapped students: (1) using the Language Experience Approach (LEA) alone; and (2) using LEA with nursery rhymes. Finds the subjects learned words more easily and rapidly when using nursery rhymes. (RS)

Compares two instructional programs--the structure of the Intellect-Learning Abilities and the Language Experience in Reading--utilized in a rural midwestern laboratory school. Reports no significant difference between experimental and control groups in four out of five operation areas, although the control group scored significantly higher in…

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)

Reports an investigation of the most appropriate tutorial setting for the generation of natural urban child language for experience stories. Concludes that the condition that tapped the most profuse linguistic performance for student-created reading material among Black sixth grade students was tutoring by a White adult professional teacher. (FL)