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

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

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)

Suggestions are given for analyzing the language used in reading texts for hearing impaired students, and for using the reading text analysis in experience charts, language activities, and speech materials. (CL)

Teachers aware of the value of each child's language can do much to prevent initial reading difficulties among those who speak nonstandard dialects. (DD)

Uses the language experience approach with a state driver's manual to teach disabled adolescent readers and educable mentally retarded students. (RS)

Presents an interview with Dr. Roach van Allen in which he describes how he became involved in education, who influenced him professionally, his proudest accomplishments (a theoretical model for a language experience program), what he sees as the current problems in reading education, and what he sees in the future. (RS)

Describes how using a flashlight to read language experience chart stories can provide a concrete way to build a foundation for many emergent reader concepts, such as directionality. (SR)

Describes the use of the language experience approach (LEA) and semantic mapping strategies with three seven-year-old boys who were nonreaders. Finds the use of mapping strategies with LEA was successful when children had difficulty structuring and organizing their own stories. (MG)

Describes how tapes and transcripts from student-tutor pairs in adult literacy groups were examined to analyze the transition from speech to writing. Discusses the difference between written and spoken English. Provides examples of how passages were transcribed. (JOW)

Recounted by the teacher are psychological and academic benefits realized by a class of low achieving children when they dictated and illustrated booklets and read them to other classes. (DB)

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

The study found that the children who were reading using an experience story approach had a sight vocabulary 22 percent greater than the basal group readers. (JH)