Abstract
Abstract The language‐experience approach (LEA) to teaching reading is presented as a supplement to, and enrichment of, the more formal approaches to reading instruction (e.g. basal readers). LEA uses the language and experiences of the learner as cornerstones in the reading process. Four major obstacles to implementation of LEA are discussed. Also included is a description of the physical environment appropriate to the approach. The importance of providing time to listen to stories and to read for enjoyment (e.g. sustained silent reading — SSR) is discussed. Step by step directions are presented for implementation of LEA at both the group and individual levels of instruction. Increased emphasis on the implementation of this guided informal approach to reading instruction must occur at both the pre‐ and inservice levels of teacher education.
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