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)

Compares selected language features of urban, first grade children in five different reading programs: Lippincott, Language Experience, Houghton-Mifflin, Open Court, and Ginn 720. Finds significant differences among the programs on number of predictions and average length of T-unit, but no program emerged as significantly superior in two or more…

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

A study explored the effects of an expanded Language Experience Approach (LEA) on listening comprehension skills of kindergarteners. During a 2-year period, two exerpiments were conducted with different groups of kindergarteners. The second experiment replicated the first experiment and was conducted to determine if an expanded LEA would produce…

One of the programs included in "Effective Reading Programs....," is this program begun in 1969 which uses a language experience approach during the first three years of the children's education, kindergarten through second grade. The primary objective is to develop an initial sight vocabulary and word recognition skills in each child by…

THIS STUDY IS PART OF THE CRAFT READING PROJECT OF THE NEW YORK PUBLIC SCHOOL SYSTEM WHICH IS INVESTIGATING THE READING PROGRESS OF DISADVANTAGED URBAN NEGRO CHILDREN. IN THE PRESENT STUDY, CHILDREN IN GRADES ONE, TWO, AND THREE, WITH AND WITHOUT PREVIOUS KINDERGARTEN EXPERIENCE, WERE TAUGHT READING BY TWO BASIC METHODS, EACH DIVIDED INTO TWO…

The student reader-workbook, third part of the "Ch'al" series, presents activities to be done orally or by writing. Pages of the workbook are divided into two or three frames; each activity for a given frame should be completed before moving on to the next frame. A total of 23 words (14 consonants and 15 vowels) in the Navajo language are…

Since, by the time they enter school, children have developed a major portion of their spoken language system by being immersed in language, it seems probable that they could also apply these rules to the orthographic system if they were immersed in reading. Thus, learning to read by reading would allow the general formation of rules that could…

This study examined the effects of two programs which differed in the methods they employed to develop reading readiness. The two methods represented were a language experience approach and a phonics approach. The subjects were children from kindergarten classes in two elementary schools in Flint, Michigan. All subjects were randomly assigned…

This study compared the first grade reading comprehension and vocabulary scores of children who were exposed to a Language Experience Approach in kindergarten to the scores of children who participated in a traditional kindergarten reading readiness program. Two groups of 22 students each were matched for sex and for scores on standardized reading…

The perceptions of volunteers and children regarding critical incidents identified in a program of volunteers working with children in reading were investigated. The critical incident technique, developed by John C. Flanagan, was used to collect the data. Sixty volunteers and 60 children identified 234 critical incidents, 141 positive and 93…

Designed as a component of the Navajo Bilingual Bicultural Curriculum, "Ch'al" is the first book in a series of three initial readers composed of a teacher's guide and student reader-workbook. Lessons are introduced the second semester of kindergarten or whenever the teacher feels the children are ready to begin reading and should not be longer…

Culturally disadvantaged children are characterized as having neither the proper amount of physical stimuli nor the opportunity to engage in many first-hand and vicarious experiences. Emphasis is placed on the ideas that a teacher's attitude is of utmost importance to a disadvantaged child's success in school and that teaching strategies should be…