The whole-language learning approach is applied to the teaching of writing skills to children with disabilities. Oral storytelling is the basis for an eight-step procedure which progresses from hearing a storyteller through writing a class story and on to publishing and storytelling. (DB)

A noncategorical preschool program for handicapped children employs two language-intervention methods: a precision method in which groupings are made by ability level and data-taking procedures are emphasized; and an experiential method which involves pretesting and posttesting but provides groupings across all ability levels. (CL)

Two interventions, both using repeated readings combined with a simple error correction technique and precision teaching, were used with two at-risk elementary students to improve their oral reading skills. Both interventions (language experience approach stories and passages from a basal reading program) worked equally well. (JDD)

The use of the language experience approach to teach readiness and beginning reading and writing skills in preschool programs is explored. The value of this holistic approach is illustrated with a case study of a preschool child with a severe expressive language delay and phonological disorder. (DB)

Techniques to help students with language deficiencies include teacher-prepared aids to help individual work, such as marginal glosses, vocabulary guides, cued text, and advance organizers. Teacher-directed group activities include the structured overview, use of semantic webs, use of the language experience approach, and attribute/classification…