A bibliography of journal articles related to language experience as an alternative to traditional methods of teaching reading. (HTH)

Reviews two orientations, skill orientation and ideational orientation, of teaching practices in beginning reading. Describes in detail child behaviors linked with teaching tactics for each of these modes of instruction. (Author/SS)

Describes a modified language experience approach which was successful in developing reading skills in prelingually, profoundly deaf students. (EKN)

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

Article describes a new approach to the instruction of beginning reading. It is followed by a review of books and articles to aid in using this new approach. (MR)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

The purpose of this publication is to provide kindergarten teachers with the rationale, ideas, and activities necessary for implementing an experience-based language/prereading program in their classrooms. The various sections contain a rationale for using language experience activities; suggestions for classroom management of such activities; and…

When a child uses his words and his ideas in learning to read, he also assists in the normal integration of his personality. Starting with a method of language experience developed by Sylvia Ashton-Warner, the author, a reading consultant, describes a language experience-reading program which utilizes the student's own curiosity and interests. (RK)

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…

Language experience can integrate the curriculum through planned and spontaneous activities, regardless of the student's age or level of skill. The components of an integrated day through language experience are the language activities--listening, speaking, writing, and reading. Opportunities for engaging in language range from formal to informal…

Recent approaches and techniques of teaching reading are surveyed in this monograph in a series of the United Kingdom Reading Association. Books, kits, programed learning packages, and reading hardware such as tapes, typewriters, and films are described and evaluated for their usefulness to the classroom teacher. Four major philosophies of reading…

Describes how The 14th Dragon,'' a children's book, can be used to stimulate the student's imagination in an experience approach to language and reading. (MM)