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Download full textMCCANNE, ROY – 1966
TWENTY-NINE OUTSTANDING, EXPERIENCED TEACHERS WERE SELECTED TO CONDUCT A STUDY TO DETERMINE A SEQUENCE OF SKILLS APPROPRIATE FOR FIRST GRADE CHILDREN FROM SPANISH-SPEAKING HOMES WHO WERE LEARNING TO READ IN ENGLISH. THREE RANDOMLY ASSIGNED TEACHING METHODS WERE USED--(1) A BASAL READER APPROACH, (2) A LANGUAGE-EXPERIENCE APPROACH, AND (3) THE USE…
Descriptors: Basic Reading, English Instruction, English (Second Language), Language Enrichment
LaSasso, Carol – Perspectives for Teachers of the Hearing Impaired, 1986
The article discusses the advantages and disadvantages of the language experience approach and the basal reader approach to reading instruction for hearing impaired students. Suggestions are offered to parents regarding evaluating the effectiveness of their child's reading program. (CL)
Descriptors: Basal Reading, Elementary Secondary Education, Hearing Impairments, Language Enrichment
Lloyd, Bruce A. – 1972
This pamphlet presents a medium which attempts to capitalize on the major strengths of all reading language approaches by incorporating the three basic teaching methods (auditory-visual-kinesthetic). The Picture-Vocabulary-Story (PVS) medium is designed to provide students with suitable experiences, knowledge of vocabulary, comprehension of what…
Descriptors: Elementary Education, Language Enrichment, Reading, Reading Instruction
Bridge, Connie, Comp.; Lemmon, Kay, Comp. – 1979
The purpose of this publication is to provide kindergarten teachers with the rationale, ideas, and activities necessary for implementing an experience-based language/prereading program in their classrooms. The various sections contain a rationale for using language experience activities; suggestions for classroom management of such activities; and…
Descriptors: Language Enrichment, Language Experience Approach, Learning Activities, Prereading Experience
Bugh, Marylou – Momentum, 1978
When a child uses his words and his ideas in learning to read, he also assists in the normal integration of his personality. Starting with a method of language experience developed by Sylvia Ashton-Warner, the author, a reading consultant, describes a language experience-reading program which utilizes the student's own curiosity and interests. (RK)
Descriptors: Group Instruction, Individual Instruction, Language Enrichment, Language Experience Approach
Partridge, Susan – 1984
The use of rhymes in a reading program can result in improved listening skills, increased vocabulary, improved spelling, and greater proficiency in comprehension. A rhyme can be improvised and/or adapted for every skill in the reading hierarchy. In order to make knowledge about rhyming words useful for improving reading skills, the teacher must…
Descriptors: Elementary Education, Language Enrichment, Language Rhythm, Oral Language
Waterman, David C., Comp.; Gibbs, Vanita M., Comp. – 1981
Focusing on reading for enjoyment, the seven articles in this collection were drawn from the Tenth Annual Reading Conference held at Indiana State University. Topics discussed in the articles are: (1) reading aloud to students, (2) how to have fun while teaching vocabulary, (3) the enjoyment and affective dimensions of "EAS into Reading," (4)…
Descriptors: Elementary Secondary Education, Language Enrichment, Literature Appreciation, Motivation Techniques
Lewinger, Miriam – Elementary English, 1973
Describes how The 14th Dragon,'' a children's book, can be used to stimulate the student's imagination in an experience approach to language and reading. (MM)
Descriptors: Books, Childrens Literature, Elementary Education, Imagination
Peer reviewedSquire, James R. – Educational Horizons, 1972
Author offers five principles to guide curriculum specialists in organizing their plans for sequencing language experiences in reading. (MB)
Descriptors: Curriculum Development, Guidelines, Integrated Curriculum, Language Acquisition
Peer reviewedElley, Warwick B. – Language Learning, 1991
Outlines empirical studies of the effects of "book floods" on elementary school students' acquisition of a second language, indicating that exposure to an extensive range of high-interest illustrated story books encourages children to read and learn the target language more quickly, as well as develop positive attitudes toward books. (38…
Descriptors: Elementary Education, English (Second Language), High Interest Low Vocabulary Books, Language Attitudes
DUNN, LLOYD M.; AND OTHERS – 1967
THE EFFECTIVENESS OF THREE APPROACHES TO TEACHING BEGINNING READING AND THE INFLUENCE OF AN ORAL LANGUAGE STIMULATION PROGRAM ON THE DEVELOPMENT OF DISADVANTAGED CHILDREN IS REPORTED IN THE FIRST-YEAR REPORT OF A 2-YEAR INTERVENTION STUDY. SUBJECTS WERE 608 FIRST-GRADE PUPILS FROM 12 ELEMENTARY SCHOOLS IN AN INNER-CITY AREA. THE THREE EXPERIMENTAL…
Descriptors: Basic Reading, Beginning Reading, Disadvantaged, Initial Teaching Alphabet
Gunderson, Doris V. – 1971
This paper discusses some educational developments which have either surfaced or been revived during the past decade or so and which may contribute to or influence the teaching of reading. The developments discussed include: accountability and performance contracting; the use of more adults (parents, paraprofessionals, and college students) in the…
Descriptors: Accountability, Language Enrichment, Language Skills, Open Education
Peer reviewedTaylor, Nancy E.; And Others – Reading Research Quarterly, 1986
Describes a project that (1) developed a teacher training curriculum intervention program to create classroom environments conducive to children's literacy development, (2) ascertained the degree to which teachers were able to implement such a program, (3) discerned the observable factors which characterized implementing classrooms, and (4)…
Descriptors: Classroom Environment, Classroom Research, Comparative Analysis, Inservice Teacher Education
Martinez, Emiliano; And Others – 1972
This reading textbook was designed for the elementary school Spanish-speaking student. It presents short selections pertaining to city life, with special emphasis on streets, transportation, public services, personal relations, and the urban environment. The presentation includes color illustrations. See FL 004 070 for the accompanying workbook.…
Descriptors: Basic Reading, Biculturalism, Bilingual Education, Cultural Enrichment
Snake River School District 52, Blackfoot, ID. – 1971
An individualized, nongraded Title III/ESEA reading program to be used with children at kindergarten through third-grade levels has been developed at Moreland School in Moreland, Idaho. Using team teaching and individual and small group instruction, the program seeks to develop in the child prereading experiences, language experiences, expanded…
Descriptors: Beginning Reading, Individualized Reading, Kindergarten, Language Enrichment
