Abstract
One method of reading instruction that is often employed by teachers of students experiencing academic difficulties is the whole-language approach (Heymsfeld, 1989). This approach focuses on the child's development of meaning from text, stresses the use of meaningful readings, favors a whole to part instructional format, and de-emphasizes subskill teaching. A potentially productive aspect of the wholeword orientation is the language experience approach (LEA) (Van Allen, 1976), in which learner generated stories serve as the reading material. These stories are meaningful to the child, contain familiar vocabulary, and offer the potential for increased motivation due to a greater sense of ownership of the story. Initially the student may need assistance in formulating good stories (Heller, 1988), but greater responsibility for creating the story can be shifted to the student gradually. The intuitive appeal of LEA has made it a popular reading tactic among mainstream and special education teachers attempting to individualize for students with poorly developed reading skills.
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