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…

An annotated bibliography of 11 books to help teachers use the language experience approach to teach reading. (DD)

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

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

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

Reviews recent ERIC resources for creating integrated learning environments. (DD)

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)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (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)