Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/448
Title: 
Authors: 
Issue Date: 
1994
Citation: 
Teaching and Learning, 15(1),90-97
Abstract: 
Children often interpret their experiences through oral and written activities that reflect their thoughts and emotions about the
world as they encounter it. A child's innate capacity to develop and use language is evident in the long journey from birth to literacy, and studies indicate that using life experiences for early reading lessons
can facilitate literacy development (Reeves & Kazelskis, 1990; Kavale & Schreiner, 1978; Cramer, 1971 ; Nessel & Jones, 1985). For
example, the Language Experience Approach (LEA) to reading is a well-researched strategy that encourages children to dictate stories, or to recollect experiences, and then read their own words aloud (Lee & Van Allen, 1963; Stauffer, 1970). With the aid of parents and teachers, young children can capture their excitement and wonder in
print while developing important literacy skills. Language experience reading activities are suitable when children start to verbalize their ideas, feelings and actions, and the LEA methodology is widely
recommended to support almost any formal reading program (Morrow, 1993). Although the basic techniques of LEA have undergone only modest adjustments, the learning environment
outside of school has been transformed by powerful information technologies that have created new opportunities for recording,
reading and listening to children's narratives.
URI: 
ISSN: 
0129-7112
Appears in Collections:Journal Articles - Teaching and Learning

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