This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling…

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…

Presents techniques for improving reading instruction for Chicano students. (WR)

Proposes a variant of the language experience approach in which teachers provide simple models of repetitive sentences about an interesting object. (FL)

Discusses the effectiveness of story telling as a means of teaching beginning reading. (RB)

Recommends the association of teachers and children in teacher education courses to get to know each other by working together, not as teachers and pupils, but as learners together. (Author/RB)

Suggests using word banks as a class activity in any reading instruction or language arts program. (RB)

A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD)

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)

Contains a historical view of decoding and discusses what it means for teachers of phonics. (RB)

Discusses the language experience approach and describes some methods for providing children with experience and assistance in producing oral monologues. (JM)

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

Argues that the language experience approach is a good technique to use to teach reading to deaf and hearing impaired children, but that the rationale for the technique presented by Russell G. Stauffer is misleading in regard to the way such children learn. (Author/FL)

Suggests that the language experience approach combined with the cloze procedure is a useful technique in working with reading disabled students. (RB)

Outlines a five-day sequence for implementing the language experience approach (LEA) and addresses questions commonly asked by primary grade teachers after they have tried to use LEA to teach reading. (FL)