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Relevant bibliographies by topics / Reading – Language experience approach

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Academic literature on the topic 'Reading – Language experience approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Reading – Language experience approach"

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McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (October 1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.

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Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities may include creating a negotiated text, modelled writing, co-operative cloze and formulating a personal response to the experience. A thematic approach seeks to provide sufficient repetition of language structures and vocabulary for children to increase their fluency as readers and to generally expand their skills as language users.

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Fraser, Carol A. "Reading for Independence." TESL Canada Journal 6, no. 2 (June 26, 1989): 74. http://dx.doi.org/10.18806/tesl.v6i2.553.

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Reading authentic texts, especially those associated with their subject-matter courses, poses continuing difficulty for ESL university students. One way to help these students develop efficient, independent reading skills is to develop their strategic competence. This article outlines a direct teaching approach which aims to teach students to efficiently and effectively apply their knowledge of the English language and of good reading behaviour to the second language reading task. In this approach, students are introduced to procedures that require them to apply language and skill knowledge to solve such second language reading problems as unfamiliar words or an inflexible reading style. Through the experience of using these procedures, it is hypothesized that students will develop their own routines for making effective use of the knowledge sources available.

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Shirin, Pratiti. "How Communicative is the Communicative Approach? – The German Teacher’s Experience." Journal of NELTA 17, no. 1-2 (May 20, 2013): 83–92. http://dx.doi.org/10.3126/nelta.v17i1-2.8095.

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This study mainly focused on exploring the efficacy of applying the communicative approach to teaching German at the Goethe Institute in Bangladesh. A qualitative approach was used to collect data by using journal writing by the teacher as well as informal feedback from students. The students comprised 11 schoolteachers from a number of Bangladeshi English-medium schools. Since emphasis was given on testing reading and writing rather than on evaluation of all four skills, applying CLT was tailored to teaching reading and writing rather than speaking and listening with the effect that students at the end of the course had elementary knowledge of reading and writing but poor knowledge of speaking and listening. The question that follows is how communicative is the communicative approach if testing clashes with pedagogy? This article explores the limitations of applying CLT to the German language class and the dilemma that comes with it as to which approach is the best approach to teach a foreign language. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 83-92 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8095

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Ewoldt, Carolyn, and Frieda Hammermeister. "The Language-Experience Approach to Facilitating Reading and Writing for Hearing-Impaired Students." American Annals of the Deaf 131, no. 4 (1986): 271–74. http://dx.doi.org/10.1353/aad.2012.0764.

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Chaves Barrera, Camila, and Claudia Marcela Chapetón. "Creating a Book Club with a Critical Approach to Foster Literacy Practices." Folios, no. 50 (July 1, 2019): 111–25. http://dx.doi.org/10.17227/folios.50-10224.

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This paper reports the pedagogical experience of creating a book club to foster the reading of short stories from a critical literacy perspective at a high school in Bogotá, Colombia. The Book Club arose as an after-school program where students, who were interested in the proposal, were free to join. First, the paper presents the fundamental concepts that guided the implementation. Then, it describes the central elements of the pedagogical experience: context, curricular platform, procedures, and activities. The final discussion centers on the role of a critical literacy approach that encouraged participants to go beyond concerns about the grammatical and linguistic aspects of the foreign language to focus on meaning-making. Also, to concentrate on responding and transacting with the texts while engaging in dialogic interactions that allowed them to share background knowledge, life experiences, social and individual issues of their realities and interests, and most importantly, enjoy the act of reading in a foreign language as it was seen as a social-situated practice.

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Chaney, Carolyn. "Evaluating the Whole Language Approach to Language Arts." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 244–49. http://dx.doi.org/10.1044/0161-1461.2104.244.

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Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.

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Christianti, Martha, Nur Hayati, and Arumi Savitri Fatimaningrum. "Penerapan language experience approach melalui cerita budaya lokal untuk mendukung membaca awal pada anak." Jurnal Pendidikan Anak 8, no. 1 (August 21, 2019): 54–68. http://dx.doi.org/10.21831/jpa.v8i1.26681.

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Penelitian ini bertujuan untuk menerapkan Language Experience Approach (LEA) melalui cerita rakyat budaya lokal untuk mendukung membaca awal pada anak usia dini. Metode penelitian yang digunakan adalah eksperimen dengan desain ekperimen quasi eksperimen. Teknik pengumpulan data dengan observasi dalam bentuk ceklist dan catatan lapangan. Hasil penelitian dianalisis dengan pendekatan deskriptif kuantitatif dan kualitatif. Hasil penelitian ini menerapkan pendekatan LEA dengan beberapa tahap yaitu (1) tahap bercerita; (2) tahap anak menyampaikan pengetahuan melalui pertanyaan; (3) nak menuangka pengalaman melalui gambar, huruf atau bentuk; (4) guru meminta anak untuk menceritakan hasil tulisannya secara lisan. Penelitian ini menunjukkan bahwa 80 persen anak di TPA Dharma Yoga Santi mengalami kemajuan dalam membaca awal yang ditunjukkan dalam kemampuan anak untuk menciptakan cerita dari pengalamannya mendengarkan cerita dalam bentuk tulisan dan kemampuan anak untuk menceritakan kembali cerita melalui hasil tulisannya dalam bentuk lisan atau tulisan. Anak anak mulai tumbuh rasa percaya diri untuk mengungkapkan ide melalui tulisan karena sering mendapatkan kesempatan dari guru untuk menuangkan idenya baik berupa gambar maupun tulisan. AbstractThis study aims to apply the Language Experience Approach (LEA) through local folklore to enhance early reading in early childhood. The research employed the quasi experimental design. Data were collected by means of observation in the form of a checklist and field notes. The data were then analyzed by using the quantitative and qualitative descriptive approaches. The results show that this study apply the LEA approach with several stages, namely (1) the storytelling stage; (2) the stage where children conveys knowledge through questions; (3) the stage where children want to imagine experiences through images, letters or shapes; and (4) the stage where teacher asks children to verbally convey their writing results. This study also reveals that 80 percent of children in TPA Dharma Yoga Santi experienced progress in early reading as indicated in the children’s ability to create stories in written from after they listen to certain stories and children’s ability to retell stories in written and oral forms. Children begin to grow the confidence to express ideas through writing because they often get the opportunity from the teacher to express their ideas in the form of pictures and writing.

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Assidqi, MA Hakim. "CONTEXTUAL CLASSROOM EXPERIENCE THROUGH GENRE BASED APPROACH." Vision: Journal for Language and Foreign Language Learning 4, no. 2 (October 1, 2015): 227. http://dx.doi.org/10.21580/vjv4i21577.

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This paper is formulated to elaborate the understanding of<br />Genre Based Approach as the part of Systemic Functional Lin-<br />guistic infl uence. SFL has been developed by Halliday that focus<br />on function and meaning as the core aspects. Because of its infl u-<br />ence in linguistic, SFL gives inspiration for inventing GBA, as the<br />kind of approach in language learning. The aims of the study are<br />to explore the base understanding of GBA from its historical and<br />development perspective. In addition, the paper is trying to analyze<br />the main points of GBA and its impact to improve learner skills in<br />classroom activity for some skills, they are writing, reading, speaking<br />and listening.

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Hayles, N. Katherine. "Human and Machine Cultures of Reading: A Cognitive-Assemblage Approach." Publications of the Modern Language Association of America 133, no. 5 (October 2018): 1225–42. http://dx.doi.org/10.1632/pmla.2018.133.5.1225.

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The concept “cultures of reading” should be expanded to include machines that read. Machine reading is exemplified by the computer system called Never-Ending Language Learning (NELL). Because NELL lacks real-world experience, its semantic comprehension is limited to forming categories of words. This process illustrates a major difference between human and machine reading: whereas human reading involves causal reasoning, machine reading relies more on correlations. Human-machine hybrid reading, for example the kind done with an e-book, can be understood as a cognitive assemblage through which information, interpretations, and meanings circulate. The introduction of mechanical cognition into printing can be seen in the Paige Compositor, from 1878. The transition from electromechanical cognition to more flexible digital and electronic computational media marks the movement from print, understood as a technology involving the arrangement of type pieces to impress ink on paper, to postprint, in which inked products originate as computer files. This change, which signals an ontological rupture in writing and reading practices, is addressed through a cognitive-assemblage approach emphasizing the distribution of cognition among technical and human actors.

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Fedyanina, Lyubov, Sergey Lebedintsev, and Vyacheslav Gustov. "Communicative Approach in Teaching Students of Mining Specialties to Foreign Language Reading." E3S Web of Conferences 41 (2018): 04042. http://dx.doi.org/10.1051/e3sconf/20184104042.

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This article is devoted to teaching foreign-language reading intended for students studying at the mining specialties of the higher mining school. The authors share with their practical and theoretical experience as well as innovative ideas for the development and construction of a level classification of testing task forms, in order to use them effectively in mining. It is well known that the achievement of the goals and objectives of the curriculum as well as rational learning by mining students and their interest in acquiring and using mining knowledge depend on properly selected test tasks. The main component of communicative competence is considered to be a textual competence, under which is understood as a set of mining knowledge and skills. The selection of testing tasks is based on the methodological principle from simple to complex. Testing tasks at different text levels help to overcome the difficulties taking place in the course of decoding mining information.

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Dissertations / Theses on the topic "Reading – Language experience approach"

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Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.

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Pietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.

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Dominick, Mary E. "A reading program for reading specialists in primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.

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Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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Schwinn, Sandra Jean. "Early reading success: Parents make a difference." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1035.

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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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Sturm, Whitney. "The effect of joint book reading and the language experience approach on vocabulary acquisition /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414953.pdf.

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Manasse, Eunice. "Teaching reading in multilingual classes." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8609_1318508550.

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This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learnersâ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.

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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.

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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.

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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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Books on the topic "Reading – Language experience approach"

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Froese, Victor. A language approach to reading. Scarborough, ON: Nelson Canada, 1991.

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Whole-language reading: A comprehensive teaching guide. Lancaster, Pa: Technomic Pub. Co., 1993.

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Rosmann, Muriel. Reading and writing: The creative whole language process. Phoenix: Rosmann Pub. House, 1988.

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Rosmann, Muriel. Reading and writing: The creative whole language process. Phoenix: Rosmann Pub. House, 1988.

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Yeager, David Clark. The whole language companion. Glenview, IL: Scott Foresman and Company, 1991.

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Cochrane, Orin. Whole language evaluation for classrooms. Bothell, Wash: Wright Group, 1992.

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Polette, Nancy. Whole language in action: Teaching with children's literature. O'Fallon, MO: Book Lures, 1990.

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Brown, Hazel. Inside whole language: A classroom view. Rozelle, NSW, Australia: Primary English Teaching Association, 1991.

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On reading. Portsmouth, NH: Heinemann, 1996.

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Weaver, Constance. Reading process and practice. 3rd ed. Portsmouth, NH: Heinemann, 2002.

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Book chapters on the topic "Reading – Language experience approach"

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Talcott, J. B., and C. Witton. "A Sensory-Linguistic Approach to Normal and Impaired Reading Development." In Basic Functions of Language, Reading and Reading Disability, 213–40. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_13.

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Ponniah, R. Joseph. "First-Language Reading Promotes Second-Language Reading and Acquisition: Towards a Biolinguistic Approach." In The Idea and Practice of Reading, 113–24. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8572-7_7.

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Matsuda, Yuki. "Developing JFL learners’ reading and writing skills with the SNA." In Social Networking Approach to Japanese Language Teaching, 72–100. Abingdon, Oxon; New York: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003001157-5.

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Beynon, Alison. "Chapter 6. Tinker, Tailor, Teacher, Text: Using a Multiliteracies Approach to Remediate Reading." In Language Learning and Teacher Education, edited by Margaret R. Hawkins, 147–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597657-009.

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Rolo, Carlos Juzarte, and António Joaquim Serralheiro. "An Approach to Natural Language Equation Reading in Digital Talking Books." In Lecture Notes in Computer Science, 268–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-85980-2_36.

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Atkins, G. Douglas. "Falling in Love and Reading Spinoza: Some Forms of Approach to “Amalgamating Disparate Experience”." In T.S. Eliot Materialized, 32–45. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137301321_3.

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Quiring, Johanna, and Franziska Vogt. "Shared Reading for Valuing Diversity and Fostering Language Acquisition." In Migration, Religion and Early Childhood Education, 3–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29809-8_1.

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Abstract It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language.

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Warner, Chantelle. "Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience." In Educational Linguistics, 157–75. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9159-5_8.

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Neuner, Gerhard. "The Role of Experience in a Content- and Comprehension-Oriented Approach to Learning a Foreign Language." In Vocabulary and Applied Linguistics, 156–66. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12396-4_15.

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Kokko, Heikki. "Temporalization of Experiencing: First-Hand Experience of the Nation in Mid-Nineteenth Century Finland." In Palgrave Studies in the History of Experience, 109–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_5.

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AbstractKokko tests and develops further Benedict Anderson’s thesis about “imagined communities” through analyzing the experiential change that the emerging of first-hand experience of the nation required at the individual level. The analysis of readers’ letters published in the Finnish-language press provides a rare history-from-below approach to the emerging experience of the nation. Besides focusing on the mid-1800s’ Finnish grass roots experience of the nation, the chapter draws attention to the form of belonging which existed prior to it. ‘Temporalization of Experiencing’ presents the first-hand experience of the nation as a social phenomenon. The chapter indicates that the absorbing of the experience of the nation was based on a transformation in the structures of experiencing that was linked to the modernization process.

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Conference papers on the topic "Reading – Language experience approach"

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Zulkifli, Nian Masna Evawati, and Koryati. "Language Experience Approach in Teaching Reading Comprehension to the Engineering Students." In 3rd Forum in Research, Science, and Technology (FIRST 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200407.025.

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Fitriyah, Ima. "Students’ Reading Comprehension: Between the Effectiveness of Interactive Approach, Reading Habit and Self-Actualization." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.009.

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Maximova, Olga. "CRITICAL PEDAGOGY APPROACH TO IMPROVE FOREIGN LANGUAGE READING SKILLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0957.

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Jitaru, Andrei-Cosmin, Liviu-Daniel Stefan, and Bogdan Ionescu. "Toward Language-independent Lip Reading: A Transfer Learning Approach." In 2021 International Symposium on Signals, Circuits and Systems (ISSCS). IEEE, 2021. http://dx.doi.org/10.1109/isscs52333.2021.9497405.

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Franklin, Professor John. "The Playful Approach to Reading Literature for Nonlinguistic Learners." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.55.

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Chen, Qingyun. "Classic Reading and Experience of Chinese Language and Literature in Computer Network Environment." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.064.

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Rachmawati, Dian, and Candra Hadi Asmara. "Reading and Writing: Development of Project-Based Learning (PBL) Approach." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.11.

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Badino, Leonardo, Claudia Barolo, and Silvia Quazza. "A general approach to TTS reading of mixed-language texts." In Interspeech 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/interspeech.2004-312.

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Vikulova, Larisa, Svetlana Gerasimova, Irina Makarova, and Ekaterina Vishnevskaya. "Multimedia Study Aids in Teaching Creative Foreign Language Reading: Personal-Activity Approach." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1082.

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Puspitaloka, Nina, Hermawati Syarif, and Ermanto. "Teacher’s Perception on How Multisensory Approach in Teaching Reading for EYL with Dyslexia." In Ninth International Conference on Language and Arts (ICLA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210325.033.

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