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…

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

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)

A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

The premise of this booklet is that reading should be taught from the beginning to all students with the techniques and materials and orders of presentation that have been found to be effective in remediation, such as the concept of controlled lists. It is "common sense" to teach words in such lists in phonic context, rather than the…

Notes that reading and writing can accelerate speech and language growth for nonvocal individuals. Proposes the language experience approach as an effective instructional technique for use with such individuals. (FL)

Proposes the "say and write" method and the directed sentence reading method as ways of using language experience stories to develop children's sight vocabulary. (FL)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

Describes a four-step language experience approach activity that is an effective aid in teaching Standard English language forms to dialect speakers while maintaining the integrity of the pupil's dialect. (FL)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

Describes the techniques, including the use of a peer tutor and the language experience approach, that helped a 16-year-old nonreader learn to read. (MKM)