This article describes collaboration between three university professors and six preschool teachers who used photo-narration and the Language Experience Approach to support the language development of young children. For more than a century, educators have used children's personal experiences as a basis for language and literacy instruction. The…

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…

Describes the look/listen approach and the look/talk approach of the language experience method of early reading instruction. Suggests guidelines for early literacy development that integrate these approaches through the use of trained classroom volunteers. Identifies resources for implementing the integrated literacy approach. (KB)

Working with dictated stories helps young hearing-impaired children improve their ability to communicate. (DD)

Describes several approaches used in trying to teach an adult to learn to read over a period of several years, including the approach that was successful (language experience) because the student was highly motivated to write. (JM)

Surveys the implementation of language experience and considers its benefits. Describes how teachers use language experience to demonstrate that language is used to express ideas and thoughts. Concludes that literacy educators need to redouble efforts to model Language Experience at all levels of professional development and to link theory with…

This program, included in "Effective Reading Programs...," serves 879 first- and second-graders, plus one fourth-grade class. The students are predominantly middle-class whites living in a small city. The program is an initial reading program designed to complement any basal reading series. The instructional strategy is based on the…

This program, included in "Effective Reading Programs...," serves 150 children in kindergarten through grade 9 who are reading below grade level and show measurable potential for improvement. The activities in which children engage depend on the diagnosis of their skill deficiencies. At each grade level, a reading specialist leads small…

The South Metropolitan Association Communication Development Program in Flossmoor, Illinois, developed a language-oriented program that improved reading and writing proficiency of students with communication disorders. The program involves development and reading of language experience stories, role playing, vocabulary development, and other…

This final evaluation report of the Burrillville Reading Observes Necessary Communication Objectives and Skills (BRONCOS) project, a Right to Read program in Burrillville, Rhode Island, summarizes the results for each of the project's four general and ten specific objectives and describes the activities that have been carried out to accomplish…

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 program, included in "Effective Reading Programs...," serves K-5 students in a small rural town. The strengths of children are the focus of this program, which uses teaching strategies introduced by Robert Wilson of the University of Maryland reading center. Teacher-prepared diagnostic tests and skills checklists are used to…

Explains how one kindergarten teacher introduces her students to children's literature. (FL)

Describes a program in which first-grade minority group children wrote the books to stock a classroom library. (FL)

Presents an action research project that explains the process creating a digital language experience (D-LEA) in Australian kindergarten and year 1 classrooms. Contends that D-LEA incorporates all the best aspects of the language experience approach, with the added advantage of teaching children to use digital literacies. (PM)