An organic approach to the teaching of reading emphasizes the selection of vocabulary from the experiential background of the child. (JH)

Explores two factors which can help teachers in guiding students who have difficulty reading their textbooks--understanding the reasons why students have problems and finding some way to teach the subject content and reading at the same time. (JM)

Offers a description and a rationale for language experience learning, then presents an explanation of current developments and factors influencing the implementation of language experience programs. (FL)

Outlines a five-day sequence for implementing the language experience approach (LEA) and addresses questions commonly asked by primary grade teachers after they have tried to use LEA to teach reading. (FL)

Describes and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

Analyzes six ideas related to language experience intended to improve the teaching of reading. (RB)

Response to a critique on author's Language in Use" approach to exploring the nature and function of language in the classroom. (MB)

In curriculum areas in which an implicit focus is on self awareness, the counselor would be an asset in planning and implementing both the curriculum climate and mode of presentation. He could help the teacher interact with students effectively, and could serve as a resource person. (Author/CJ)

Describes program combining language experience approach, formal readiness material, linguistic and phonetic readers, and identity" readers. (SP)

Use of direct experiences for children to foster learning and language development is encouraged. Classroom materials and study trips are suggested. (DR)