This article describes two educational settings in Nigeria where teachers adapted a language experience approach for reading and writing instruction. The first setting is a professional development workshop for public school teachers of students in grades 1-6. The second setting includes two groups of students with special needs: a grade 6 class…

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…

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…

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)

Shows how the language experience approach is a useful tool in teaching expository prose structure to elementary school students. (EL)

Reviews ways that the word processor makes the language experience approach easier for teachers and students. (FL)

This curriculum guide was developed for tutors using the "Challenger Adult Reading Series." The guide is intended to help tutors make the lessons more effective, motivational, and meaningful for students. The guide is based on a five-part lesson plan prescribed by the Computer-Assisted Literacy in Libraries (CALL) program: language…

A model is offered for building the vocabulary skills of students with deafness or hearing impairments. The model is based on Piaget's theoretical concepts of assimilation and accommodation. The model presents six sequenced steps for learning new vocabulary and suggests using the Language Experience approach, environmental print, predictable…

The Language Experience Approach (LEA) to teaching reading in English as a second language is described. LEA uses the student's own experiences, vocabulary, and language patterns to create texts for reading instruction. Three stages are defined for assessing learners' levels of language use. The LEA instructional procedures are designed to be…

In accordance with current recommendations concerning teaching reading to kindergarten children, this paper presents a kindergarten reading curriculum. Included are a description of major instructional techniques, a time-line illustrating how instruction might evolve across the school year, and finally, a battery of informal tasks for assessing…

The reading instructor working with adult "beginners" needs to have an open mind, be willing to be imaginative and adventurous, and think positively. The basic approach requires the instructor to build beginners' confidence; encourage beginners to participate fully, think for themselves, and learn to learn; involve beginners in planning; and…

The purpose of this document is to provide a step-by-step outline of the language experience approach. It first explains this technique for teaching both words and sentences to beginning readers. Steps are outlined first for teaching words, then for teaching sentences. What to do and what to say is suggested for each step. Teaching words includes…

Because reading is first and foremost a language comprehension process focusing on the visual form of spoken language, such teaching strategies as language experience and assisted reading have much to offer beginning readers. These techniques have been slow to become accepted by many adult literacy instructors; however, the two strategies,…

Young learners need a quality program for developing reading skills which is both sequential and holistic--sequential because there is an appropriate order to some skills, holistic because skills need to be incorporated in context. Word recognition techniques are thus integrated with ideas gleaned from reading. The learner should use acquired…

Two interventions, both using repeated readings combined with a simple error correction technique and precision teaching, were used with two at-risk elementary students to improve their oral reading skills. Both interventions (language experience approach stories and passages from a basal reading program) worked equally well. (JDD)