Teachers aware of the value of each child's language can do much to prevent initial reading difficulties among those who speak nonstandard dialects. (DD)

Presents an interview with Dr. Roach van Allen in which he describes how he became involved in education, who influenced him professionally, his proudest accomplishments (a theoretical model for a language experience program), what he sees as the current problems in reading education, and what he sees in the future. (RS)

Describes an interactive method of teaching reading that can be adapted to students' needs, skills, experience, and culture. Shows how the method develops phonological awareness and builds on skills adults already have, such as manual dexterity, visual analysis, and observation. (SK)

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)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (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…

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

Provides practical suggestions for teachers to integrate cultural pluralism in three reading strategies: (1) reading workshops; (2) writing workshops; (3) language experience approaches that make a valuable contribution to students of all cultural backgrounds. (Author/VWL)

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)

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)

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)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

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)

Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

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