The language experience approach (LEA) to reading instruction uses learner-dictated passages to foster reading development. In this study, researchers explored LEA instruction for English learners with exceptional needs that were supported by voice typing, word prediction, and screen reading tools. A multiple baseline design was used to…

This article describes collaboration between three university professors and six preschool teachers who used photo-narration and the Language Experience Approach to support the language development of young children. For more than a century, educators have used children's personal experiences as a basis for language and literacy instruction. The…

This article describes two educational settings in Nigeria where teachers adapted a language experience approach for reading and writing instruction. The first setting is a professional development workshop for public school teachers of students in grades 1-6. The second setting includes two groups of students with special needs: a grade 6 class…

This study investigated how the context of a Primary 3 (P3) teacher of Luganda in Uganda influenced the teacher's literacy instructional decision-making, beliefs, pedagogy, and practices before and after she was provided with supplies and literacy instructional procedures that helped produce reading materials for her students. The contextual…

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

The paper describes the enactive method, an alternative approach to introducing and teaching reading to young hearing impaired children. The method actively involves the child as a processor of the material rather than as a passive consumer. The approach is established for a short period of time each day until the student outgrows its original…

An annotated bibliography of 11 books to help teachers use the language experience approach to teach reading. (DD)

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

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)

Presents techniques for improving reading instruction for Chicano students. (WR)

The teacher must recognize the legitimacy of the dialect speaker's language by insuring that beginning reading materials accurately reflect the language and experience of the child. Each child should dictate and then read his own language. (Author)