Argues that the language experience approach to the teaching of beginning reading not only makes use of the valuable resource of children's speaking, but also cultivates their metalinguistic ability and eases their transition between two very different forms of language. (FL)

Provides ideas for implementing the language experience approach with first-grade students. (FL)

Asserts that the language experience approach and invented spelling can be used to teach writing and reading in kindergarten. Notes that this approach takes advantage of children's enthusiasm for sharing stories, and individualizes literacy development. (MM)

This paper surveys methods for teaching reading and writing in kindergarten. The paper stresses the importance of accepting a child's own efforts, including invented spelling, and providing an atmosphere that encourages experimentation. Chapter 1 introduces the topic; chapter 2 provides a historical overview. The current state of the art is…

Describes several language experience activities involving sports to create meaningful and motivating learning experiences for primary students. Urges educators to provide activities based on students' interests to provide frameworks for the integration of reading, writing, and learning. (MG)

Discusses the Language Experience Approach and process writing, two methods which approach reading and writing as active processes, stressing communication and meaning. Asserts that these methods are compatible and shows how they can be combined and incorporated into kindergarten and primary level classes. (MM)

Describes a six-step technique that capitalizes on children's experiences and interests while providing structure and redundancy within a creative framework to maximize sight word acquisition. (FL)

Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…

Findings from a study that sought to determine the degree to which teachers used an inservice program for the implementation of a primary language and literacy program are presented in this paper. To measure teachers' level of use of the whole language philosophy of learning, the Language and Literacy Questionnaire was administered to 112 primary…

One of the greatest advantages of teaching first graders to read and write using a whole literacy approach is the flexibility the method provides for meeting the needs of each individual learner. Children use their dictated language as the text and work within small groups. Children can join any group working at an appropriate level or work…

Intended to provide the Portland Public Schools Curriculum Department documentation of the second-year kindergarten implementation and to provide kindergarten teachers data to support the development of a readiness continuum and placement criteria, this report furnishes a detailed explanation and survey of the Writing to Read program, an…

A study evaluated the effects of one reading software program on the written language production of kindergarten and first grade students. Subjects were approximately 600 students from six different schools--three using the computerized reading program, Writing to Read, and three comparable in demographics, but not using the program. Stories…

Arguing that reading and writing in school should be natural and enjoyable for children, this book is based on the Piagetian theory that knowledge is constructed by each individual and the psycholinguistic view that learning takes place best when viewed as holistic and when instructional materials for children are authentic and purposeful. The…

Suggesting that every child has the right to know first-hand the power and possibility that comes from being a literate individual, this textbook offers prekindergarten through primary education preservice teachers the opportunity to participate in the thinking and decision making that face teachers of young children. Selected theoretical…

Ten six- and seven-year-old British children were chosen for case study investigation of the importance of children's interactions with each other and with their teacher in launching writing through sustained speech. The school was identified by educational experts as one of the "progressive" or "informal" variety, where…