Informed by sociocultural and systems theory tenets, this study used ethnographic research methods to examine the feasibility of using speech recognition (SR) technology to support struggling readers in an early elementary classroom setting. Observations of eight first graders were conducted as they participated in a structured SR-supported…

This study investigated how the context of a Primary 3 (P3) teacher of Luganda in Uganda influenced the teacher's literacy instructional decision-making, beliefs, pedagogy, and practices before and after she was provided with supplies and literacy instructional procedures that helped produce reading materials for her students. The contextual…

Urges the use of the language experience approach to helping children learn to read and to write. Suggests some activities for starting the school year using this approach. (TJ)

In the language-experience approach to reading instruction, communicative skills are viewed without distinction among listening, speaking, spelling, and writing. The children learn to conceive of expression and reception of expression as natural parts of experience, rather than as separate tasks that occur during a break in regular activity. The…

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)

The Story Maker is a teaching device that allows children to create stories by choosing options from a set of already-written story segments. This device (1) provides an active language experience that allows children to construct stories easily; (2) demonstrates the consequences of choosing different ways for a story to proceed; (3) avoids the…

An experience approach to composition for intermediate or better students is detailed. It utilizes students' own interests and knowledge, prepares them for writing, makes transitions from oral to written English and encourages individual purposes in writing. Weaknesses of controlled composition are mentioned. (SCC)

Describes a version of language experience with adolescents that has students write about personal problems and dilemmas they have faced. (AEA)

Discusses the need for systematic exploration of claims about the advantages of language experience dictations; recommends that teachers guide the rereading and editing of early dictations to facilitate comprehending behaviors, and that they help children explore writing conventions as their dictations indicate a readiness to learn them. (ET)

Discusses the language experience approach to reading and writing and describes how such an approach would benefit limited and non-English speaking high school students. (DD)

This article criticizes the use of translation from English into French as a method of teaching French, and proposes alternative methods, including a variation on the language experience approach. (CLK)