Language Experience Approach Research Articles

Self-Selection of Vocabulary in Reading Instruction

The child's process of learning to read was simulated by teaching adults to associate Chinese characters with spoken words. When Ss chose words to be learned, learning was more rapid than when words were selected by E from a basal reader. The results support use of self-selection of vocabulary in such methods of reading instruction as language-experience approach and Ashton-Warner key vocabulary. AN IMPORTANT issue for theories of reading instruction is that of selection of vocabulary for initial reading experiences. Ashton-Warner (2) expresses view that child himself should select words he wants to learn. She feels that even though these self-selected words may be fairly complex structurally (e.g., skeleton, alligator) their importance to child will cause them to be learned more efficiently than words chosen by a teacher or from a basal reader. This view has been incorporated into language-experience approach to teaching read ing. Stauffer (14:181) in a treatise on this ap proach states that, the best way to introduce children to skills that are functional is to use words that they have selected from their own speaking-meaning vocabularies.,, Although sev eral broad studies have been conducted which compare language-experience to other methods of reading instruction such as basal readers (1, 6), these studies do not allow separation of vo cabulary selection from other unique charac teristics of each of these methods. The purpose of present study, therefore, is to provide an independent test of relative efficacy of self selection of vocabulary for learning to read. The method chosen for test is a laboratory simulation in adults of a situation analogous to that of children being taught reading for first time. This method allows more rigorous control of variables than is possible in classroom studies and has been used effectively in past both to compare methods of teaching reading (3) and to study aspects of children's natural lan guage acquisition (5, 12).

The Language Experience Approach for Teaching Beginning Reading in Bilingual Education Programs

The Language Experience Approach for Teaching Beginning Reading in Bilingual Education Programs

Comparisons of Letter Name and Letter Sound Training as Transfer Variables

What factors influence the acquisition of a reading vocabulary? Instructional variables which produce positive transfer to word recognition are not well understood, although they are widely manipulated in various reading programs. For example, programs based on a language experience approach assume that knowledge of word meanings facilitates word recognition. In contrast, certain basal reader programs appropriate early instructional time to learning letter names, while still other programs with a phonics base emphasize letter sounds as facilitators of later word recognition. The use of letter names as a transfer variable has strong correlational support. Dykstra (1970) reported that the best single predictor of reading achievement is knowledge of letter names (r = .45-.56). On the other hand, Samuels (1970) and Johnson (1970) in experimental studies failed to demonstrate that training in letter names facilitated either word recognition or end of year reading achievement. Nor is the evidence for transfer effects of instruction in letter sounds particularly strong. This variable has been isolated experimen-

An Exploratory Study of Word Acquisition among First-Graders at Midyear in a Language-Experience Approach

A sample of one week's creative writing and acquired sight words to date was drawn in January for 594 pupils in twenty-one first-grade classrooms participating in a language-experience reading curriculum. Mean number of sight words was 85.4; number of stories per week, 2.3; and running words per story 54.0. From a random sub-sample of 25 pupils a comparison of sight words with the Lorge-Thorndike Word List showed that 45% fell within the first thousand high frequency category. It was concluded that rate of word acquisition found here compared favorably with that planned for typical basal readers but that word holdings were richer in orthographic information. An informal analysis of misspellings suggested that pupils were using systematic strategies for word production.

An annotated bibliography on the language experience approach to reading

An annotated bibliography on the language experience approach to reading

The language‐experience approach to reading

The language‐experience approach to reading

The CRAFT Project: Instructional Time in Reading Research

POSES THE question of whether gains in reading achievement result more from the type of approach used or the variable of time spent teaching reading and in activities supportive to reading. The CRAFT Project, the first year of which is reported in this paper, compares a Skills-Centered Approach with a LanguageExperience Approach to teaching reading. The Skills-Centered Approach was divided into two separate approaches, basal reader and phonovisual (an intensive phonics program combined with basal readers); the Language-Experience Approach, into one group with normal usage of A-V materials, and one with special increments of A-V materials. Subjects in the CRAFT experiment were 1,141 culturally-disadvantaged pupils drawn randomly from schools participating in the project. Care was taken to balance classes in each approach as to kindergarten experience. Teachers used in the experiment were volunteers who were chosen by lot to teach any one of the four groups. Teachers were trained extensively in teaching the approaches assigned them and, during the course of the experiment, attended bi-weekly workshops. Frequent class visits were made by consultants to insure that experimental conditions were maintained. Teachers kept logs of time spent in class on reading and supportive activities. Results after one year showed generally that the Basal Reader Approach was slightly superior in developing reading comprehension and produced significantly highest scores in attitudes toward reading. However, since greater differences in results appeared within each of the four methods than between any two, the data were studied to ascertain why some teachers using the same method produced more significant gains in reading than others. Results, based on teachers' logs on time spent in reading

For First-Graders: A Good Start in School

Previous articleNext article No AccessFor First-Graders: A Good Start in SchoolWilliam F. Brazziel, and Mary TerrellWilliam F. Brazziel Search for more articles by this author , and Mary Terrell Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 62, Number 7Apr., 1962 Article DOIhttps://doi.org/10.1086/459987 Views: 1Total views on this site Citations: 1Citations are reported from Crossref Copyright 1962 The University of ChicagoPDF download Crossref reports the following articles citing this article:Steven A. Stahl, Patricia D. Miller Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis, Review of Educational Research 59, no.11 (Jun 2016): 87–116.https://doi.org/10.3102/00346543059001087