TWENTY-NINE OUTSTANDING, EXPERIENCED TEACHERS WERE SELECTED TO CONDUCT A STUDY TO DETERMINE A SEQUENCE OF SKILLS APPROPRIATE FOR FIRST GRADE CHILDREN FROM SPANISH-SPEAKING HOMES WHO WERE LEARNING TO READ IN ENGLISH. THREE RANDOMLY ASSIGNED TEACHING METHODS WERE USED--(1) A BASAL READER APPROACH, (2) A LANGUAGE-EXPERIENCE APPROACH, AND (3) THE USE…

Describes a project that (1) developed a teacher training curriculum intervention program to create classroom environments conducive to children's literacy development, (2) ascertained the degree to which teachers were able to implement such a program, (3) discerned the observable factors which characterized implementing classrooms, and (4)…

An individualized, nongraded Title III/ESEA reading program to be used with children at kindergarten through third-grade levels has been developed at Moreland School in Moreland, Idaho. Using team teaching and individual and small group instruction, the program seeks to develop in the child prereading experiences, language experiences, expanded…

A LANGUAGE-EXPERIENCE PROGRAM INCLUDING SPELLING, LISTENING, READING, WRITING, AND SPEAKING IS DISCUSSED. THE TEACHER HELPS EACH CHILD BECOME INCREASINGLY SENSITIVE TO HIS ENVIRONMENT AND SUCCEED THROUGH A VARIETY OF LANGUAGE EXPERIENCES. TWENTY LANGUAGE EXPERIENCES ARE GROUPED INTO THREE CATEGORIES TO AID THE TEACHER IN SELECTING APPROPRIATE…