Language differences peculiar to the disadvantaged are discussed as they relate to reading. Linguistic differences, including the interdependence among language, operant feedback, thought, and experience, and the power of these to reconstruct and reassociate through reading constitute one barrier. Another is the effects of language on the total…

Reviews recent ERIC resources for creating integrated learning environments. (DD)

Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

A modification of the language experience approach in which meaningful experiences form the basis for evoking language is illustrated with an autistic person. (CL)

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)

Recommends the association of teachers and children in teacher education courses to get to know each other by working together, not as teachers and pupils, but as learners together. (Author/RB)

Suggests using word banks as a class activity in any reading instruction or language arts program. (RB)

Author feels that, in the period between the child beginning to master the skill of reading and his becoming a confident, independent reader, it is important for the teacher to help in the selection of books for him. (Author/JB)

Shows teachers who use language experience activities in their classrooms how to use microcomputers efficiently to increase students' reading and writing experiences. (RL)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Discusses the language experience approach to remedial reading as a method to move the high school student with poor reading skills away from instructional techniques with which the student has experienced difficulty and into a no-fail reading situation. (HTH)

Reviews two orientations, skill orientation and ideational orientation, of teaching practices in beginning reading. Describes in detail child behaviors linked with teaching tactics for each of these modes of instruction. (Author/SS)