This paper explains a language teaching method derived from the questioning of students regarding the contents of a foreign language text; student responses are made in the target language. (CK)

The teaching activities presented in this pamphlet focus on spelling. The pamphlet begins with a discussion of the relationship between spelling and writing. Following that, it describes a language experience approach and its implications, the benefits of daily writing, and the kind of writing that allows a successful spelling program to operate.…

Recognizing the utility and limitations of traditional curriculum and of present language programming for its mostly Navajo population, the Ganado Public School District developed the GLAD (Ganado Language Arts Development) project, which aims to: develop literacy in kindergarten through third grade students; expand and enrich the pedagogical…

Noting that comprehension studies have stressed the importance of determining the main idea of reading instruction, this paper offers a teaching strategy--the Modified Language Experience Method--that has proven successful in teaching main ideas to secondary school students. The paper first compares the strategy, which begins with the general…

Teachers can encourage students to see reading as meaning-making in a number of ways. Context support methods begin by ensuring that the context is already familiar to students so that word recognition is made easier. Language experience approaches encourage children to learn to read by first reading what they have produced. Real books, as…

THE LANGUAGE EXPERIENCE APPROACH TO READING FOR CHILDREN WITH DIALECTAL PROBLEMS IS PRESENTED AS A TOTAL APPORACH TO READING RATHER THAN AS A METHOD. THE CHILD IS ENCOURAGED TO EXPRESS HIS THOUGHTS ABOUT HIS ENVIRONMENT. THESE THOUGHTS AND EXPRESSIONS ARE RECORDED AND PERHAPS ILLUSTRATED AND THEN READ BY THE CHILD. AS MUCH AS POSSIBLE, THE CHILD'S…

Cognitive confusion is the common state of young persons in regard to concepts of units of writing. In the past 10 years, research has accumulated to show that all children pass through the important stage of initial cognitive confusion in learning to read. Children often confuse "writing" with "drawing,""letter" with "number," and so on.…

In the language-experience approach to reading instruction, communicative skills are viewed without distinction among listening, speaking, spelling, and writing. The children learn to conceive of expression and reception of expression as natural parts of experience, rather than as separate tasks that occur during a break in regular activity. The…

This study investigated the effectiveness of the neurological impress method (NIM), the language experience approach (LEA), and classroom teaching as remedial reading treatments for disabled readers. Subjects referred to the Purdue Reading Clinic were screened to determine whether they met criteria for the study and were randomly assigned to the…

This is a booklet in the Project IDEALS series which deals with the teaching of reading skills. It generally describes what reading is and what the basic principles of a reading program are. Various methods and approaches to teaching reading are listed; they are the language experience approach, phonic methods, the linguistics approach, programmed…

Examples of the awareness of young children of printed information they have gained informally are used to demonstrate some of the important knowledge that children bring to beginning reading and writing. Teachers need to encourage exploratory reading and writing experiences. (Author/DB)

Presents three tenets from the research for adult literacy instruction: (1) improvement in one literacy skill should mirror improvement in others; (2) instructors should facilitate, not control, learning; and (3) students should be able to transfer classroom learning to their daily language encounters. Includes ideas for application. (CH)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)

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)

Presents step by step procedures for training tutors to work with children in an individualized reading instruction program. (RB)