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The Language Experience Approach To Reading by Denise D. Nessel

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1ERIC ED059858: The Language Experience Approach For Teaching Beginning Reading To Culturally Disadvantaged Pupils.

By

Of 10 participating inner-city school teachers, five used a modified basal series, and five used the language experience approach for reading instruction. Monthly training sessions were held, and the Medley and Smith's Observation Scale and Rating-Reading was used to lend objectivity to the monthly observations of each teacher. The following instruments were administered to the pupils: the Otis-Lennon Mental Abilities Test in January, an adaptation of Eunice Askov's Primary Pupil Attitude Inventory in March, and the California Reading Test in May. Analysis of covariance was made with two criterion variables, reading achievement and attitude data. The independent and control variables were sex, intelligence, reading method, teacher experience and professional background, teaching style, and reading time in class. It was concluded that (1) for both achievement and attitude, no significant differences occurred between the two groups when classes were treated as units; (2) achievement differences favored the language experience groups when pupils were treated as units; (3) when Unifon classes were treated as a third group, no significant differences occurred between groups; and (4) when analysis of variance was used, findings showed that girls in the modified basal series were significantly superior in total reading and in IQ. Tables are included. (AW)

“ERIC ED059858: The Language Experience Approach For Teaching Beginning Reading To Culturally Disadvantaged Pupils.” Metadata:

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  • Language: English

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2ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]

By

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries. [This work was previously titled "What We Have Learned in the Past Decade: RTI's Approach to Early Grade Literacy Instruction."]

“ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]” Metadata:

  • Title: ➤  ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]
  • Author:
  • Language: English

“ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]” Subjects and Themes:

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Find ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."] at online marketplaces:


3ERIC ED032519: TEBRETSOL: The LEA (Teaching Beginning Reading To Speakers Of Other Languages: The Language Experience Approach).

By

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts. (AMM)

“ERIC ED032519: TEBRETSOL: The LEA (Teaching Beginning Reading To Speakers Of Other Languages: The Language Experience Approach).” Metadata:

  • Title: ➤  ERIC ED032519: TEBRETSOL: The LEA (Teaching Beginning Reading To Speakers Of Other Languages: The Language Experience Approach).
  • Author:
  • Language: English

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4The Language-experience Approach To The Teaching Of Reading

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts. (AMM)

“The Language-experience Approach To The Teaching Of Reading” Metadata:

  • Title: ➤  The Language-experience Approach To The Teaching Of Reading
  • Language: English

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5Key Words To Reading : The Language Experience Approach Begins

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts. (AMM)

“Key Words To Reading : The Language Experience Approach Begins” Metadata:

  • Title: ➤  Key Words To Reading : The Language Experience Approach Begins
  • Language: English

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6The Language-experience Approach To The Teaching Of Reading

By

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts. (AMM)

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  • Language: English

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7Key Words To Reading: The Language Experience Approach Begins

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts. (AMM)

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  • Language: English

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8ERIC ED059314: The Language Experience Approach To Teaching Beginning Reading To Culturally Disadvantaged Pupils.

By

The purpose of the study reported here was to investigate the effectiveness of the language experience approach to beginning reading instruction when used with pupils described as culturally deprived. Ten teachers of first grade classes in inner-city schools in Indianapolis volunteered to participate. Five teachers agreed to continue using a modification of the programs advocated by the authors of the basal series they were currently using. Five teachers volunteered to use the language experience approach. An observation scale was used to guide the monthly observation of each teacher. A log sheet was developed and completed by each teacher in order to control the reading time variable. The Otis-Lennon Mental Abilities Test was administered in January 1970. An adaptation of the Primary Pupil Reading Attitude Inventory was administered in March 1970, in order to assess attitude differences. In May 1970, the California Reading Test was administered. The results of all statistical analyses suggest that there were no significant differences in attitude toward reading between the two groups. The results of this study corroborate those of the majority of the First Grade Studies, in which the language experience approach was not found to be significantly superior in terms of reading achievement. (Author/JM)

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  • Title: ➤  ERIC ED059314: The Language Experience Approach To Teaching Beginning Reading To Culturally Disadvantaged Pupils.
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  • Language: English

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9ERIC ED166687: Reading Instruction: Remedial And Compensatory: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," August Through December 1978 (Vol. 39 Nos. 2 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 15 Titles Deal With The Following Topics: Remedial Reading Teacher Attitudes, How Parent Training In Behavior Modification And Transactional Analysis Affects Remedial Reading Instruction, The Effect Of Role Change On The Reading Achievement Of High School Remedial Reading Students, A Comparison Of Two Reading Readiness Programs, How Context Affects Word Recognition And Comprehension, The Role Of Head Start Programs In Identifying Learning Disabilities, How Select Program Variables Relate To Reading Achievement, How Task Analysis And Diagnostic Remedial Assessment Affect Behavior During Reading Instruction, The Evaluation Of A Paraprofessional Tutorial Strategy, The Language Experience Approach Compared To A Basal Approach In Remedial Reading Instruction, How Units Of Drill And Practice Affect Decoding Performances, The Use Of Oral Language And Cultural Heritage In Beginning Reading Instruction, Evaluating A Diagnostic/prescriptive Approach To Reading, Specific Factors Related To The Reading Improvement Of Students In A Reading Laboratory Program, And How Reading Material Organization Affects Reading Achievement In An Individualized Reading Program. (RL)

By

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: remedial reading teacher attitudes, how parent training in behavior modification and transactional analysis affects remedial reading instruction, the effect of role change on the reading achievement of high school remedial reading students, a comparison of two reading readiness programs, how context affects word recognition and comprehension, the role of Head Start programs in identifying learning disabilities, how select program variables relate to reading achievement, how task analysis and diagnostic remedial assessment affect behavior during reading instruction, the evaluation of a paraprofessional tutorial strategy, the language experience approach compared to a basal approach in remedial reading instruction, how units of drill and practice affect decoding performances, the use of oral language and cultural heritage in beginning reading instruction, evaluating a diagnostic/prescriptive approach to reading, specific factors related to the reading improvement of students in a reading laboratory program, and how reading material organization affects reading achievement in an individualized reading program. (RL)

“ERIC ED166687: Reading Instruction: Remedial And Compensatory: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," August Through December 1978 (Vol. 39 Nos. 2 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 15 Titles Deal With The Following Topics: Remedial Reading Teacher Attitudes, How Parent Training In Behavior Modification And Transactional Analysis Affects Remedial Reading Instruction, The Effect Of Role Change On The Reading Achievement Of High School Remedial Reading Students, A Comparison Of Two Reading Readiness Programs, How Context Affects Word Recognition And Comprehension, The Role Of Head Start Programs In Identifying Learning Disabilities, How Select Program Variables Relate To Reading Achievement, How Task Analysis And Diagnostic Remedial Assessment Affect Behavior During Reading Instruction, The Evaluation Of A Paraprofessional Tutorial Strategy, The Language Experience Approach Compared To A Basal Approach In Remedial Reading Instruction, How Units Of Drill And Practice Affect Decoding Performances, The Use Of Oral Language And Cultural Heritage In Beginning Reading Instruction, Evaluating A Diagnostic/prescriptive Approach To Reading, Specific Factors Related To The Reading Improvement Of Students In A Reading Laboratory Program, And How Reading Material Organization Affects Reading Achievement In An Individualized Reading Program. (RL)” Metadata:

  • Title: ➤  ERIC ED166687: Reading Instruction: Remedial And Compensatory: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," August Through December 1978 (Vol. 39 Nos. 2 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 15 Titles Deal With The Following Topics: Remedial Reading Teacher Attitudes, How Parent Training In Behavior Modification And Transactional Analysis Affects Remedial Reading Instruction, The Effect Of Role Change On The Reading Achievement Of High School Remedial Reading Students, A Comparison Of Two Reading Readiness Programs, How Context Affects Word Recognition And Comprehension, The Role Of Head Start Programs In Identifying Learning Disabilities, How Select Program Variables Relate To Reading Achievement, How Task Analysis And Diagnostic Remedial Assessment Affect Behavior During Reading Instruction, The Evaluation Of A Paraprofessional Tutorial Strategy, The Language Experience Approach Compared To A Basal Approach In Remedial Reading Instruction, How Units Of Drill And Practice Affect Decoding Performances, The Use Of Oral Language And Cultural Heritage In Beginning Reading Instruction, Evaluating A Diagnostic/prescriptive Approach To Reading, Specific Factors Related To The Reading Improvement Of Students In A Reading Laboratory Program, And How Reading Material Organization Affects Reading Achievement In An Individualized Reading Program. (RL)
  • Author:
  • Language: English

“ERIC ED166687: Reading Instruction: Remedial And Compensatory: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," August Through December 1978 (Vol. 39 Nos. 2 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 15 Titles Deal With The Following Topics: Remedial Reading Teacher Attitudes, How Parent Training In Behavior Modification And Transactional Analysis Affects Remedial Reading Instruction, The Effect Of Role Change On The Reading Achievement Of High School Remedial Reading Students, A Comparison Of Two Reading Readiness Programs, How Context Affects Word Recognition And Comprehension, The Role Of Head Start Programs In Identifying Learning Disabilities, How Select Program Variables Relate To Reading Achievement, How Task Analysis And Diagnostic Remedial Assessment Affect Behavior During Reading Instruction, The Evaluation Of A Paraprofessional Tutorial Strategy, The Language Experience Approach Compared To A Basal Approach In Remedial Reading Instruction, How Units Of Drill And Practice Affect Decoding Performances, The Use Of Oral Language And Cultural Heritage In Beginning Reading Instruction, Evaluating A Diagnostic/prescriptive Approach To Reading, Specific Factors Related To The Reading Improvement Of Students In A Reading Laboratory Program, And How Reading Material Organization Affects Reading Achievement In An Individualized Reading Program. (RL)” Subjects and Themes:

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Find ERIC ED166687: Reading Instruction: Remedial And Compensatory: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," August Through December 1978 (Vol. 39 Nos. 2 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 15 Titles Deal With The Following Topics: Remedial Reading Teacher Attitudes, How Parent Training In Behavior Modification And Transactional Analysis Affects Remedial Reading Instruction, The Effect Of Role Change On The Reading Achievement Of High School Remedial Reading Students, A Comparison Of Two Reading Readiness Programs, How Context Affects Word Recognition And Comprehension, The Role Of Head Start Programs In Identifying Learning Disabilities, How Select Program Variables Relate To Reading Achievement, How Task Analysis And Diagnostic Remedial Assessment Affect Behavior During Reading Instruction, The Evaluation Of A Paraprofessional Tutorial Strategy, The Language Experience Approach Compared To A Basal Approach In Remedial Reading Instruction, How Units Of Drill And Practice Affect Decoding Performances, The Use Of Oral Language And Cultural Heritage In Beginning Reading Instruction, Evaluating A Diagnostic/prescriptive Approach To Reading, Specific Factors Related To The Reading Improvement Of Students In A Reading Laboratory Program, And How Reading Material Organization Affects Reading Achievement In An Individualized Reading Program. (RL) at online marketplaces:


10The Language-experience Approach To Reading : A Handbook For Teachers

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Includes bibliographical references (p. 171-172) and index

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  • Title: ➤  The Language-experience Approach To Reading : A Handbook For Teachers
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  • Language: English

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11The Language-experience Approach To The Teaching Of Reading

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Includes bibliographical references (p. 171-172) and index

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  • Title: ➤  The Language-experience Approach To The Teaching Of Reading
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  • Language: English

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1The language-experience approach to reading

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“The language-experience approach to reading” Metadata:

  • Title: ➤  The language-experience approach to reading
  • Author:
  • Language: English
  • Number of Pages: Median: 176
  • Publisher: ➤  Teachers College, Columbia University - Teachers College Press
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  • Publish Location: New York - London

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  • First Year Published: 1981
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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