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<title>Language Experience Approach</title>

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<span id="openzim-page-title" class="mw-page-title-main"><span class="mw-page-title-main">Language Experience Approach</span></span>

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<p>The <b>Language Experience Approach</b> (<b>LEA</b>) is a method for teaching <a href="Literacy" title="Literacy">literacy</a> based on a child's existing experience of language.

</p><p>Some of the components of the LEA were used in the 1920s, and this approach to initial literacy has been more widely used for the past thirty years. Especially in the context of <a href="Open_learning" title="Open learning">open learning</a>, teachers use the students' existing language and prior experiences to develop reading, writing and listening skills.

</p><p>Roach Van Allen, first described his approach in the 1960s; he indicated how this strategy could create a natural bridge between spoken language and written language by stating:

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</style><blockquote class="templatequote"><p>What I can say, I can write

</p><p>What I can write, I can read

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I can read what I write and what other people can write for me to read.</p></blockquote>

<div class="mw-heading mw-heading2"><h2 id="Examples">Examples</h2></div>

<p>The language experience approach can be traced back to the work of Ashton-Warner (1963) and Paulo Freire (1972) with underprivileged children and adults. It now is in use in many countries in the context of open learning. More recent conceptions (cf. for overviews: Allen 1976; Dorr 2006) have been developed in the U.S., especially by Richgels (2001) and McGee/Richgels (2011), and in Germany by Brügelmann (1986) and Brügelmann/Brinkmann (2013) stimulating invented spelling as a means of self-expression in print ("writing to reading").

</p><p>It is often suggested that the teacher should provide some type of common experience that will inspire students to express their thoughts utilizing any prior experience they might have had relating to the particular topic of choice. Examples of these experiences could include a trip to the beach, planting seeds, the necessity to prepare for a class party or even a visit to the dentist or doctor. One of the main functions of teachers is to motivate and inspire their students.

</p><p>The language experience strategy can be used to teach reading and comprehension to older <a href="English_as_a_second_or_foreign_language" title="English as a second or foreign language">ESOL</a> struggling readers, and students with special needs. LEA can be used with a small group of students or individual students. It is important that when using this strategy, the teacher records exactly what the student contributes without correcting <a href="Grammar" title="Grammar">grammar</a>; however, the spelling should be correct and not written in the student's <a href="Dialect" title="Dialect">dialect</a>.

</p><p>The student dictates to the teacher his/her understanding of a particular topic selected by the <a href="Teacher" title="Teacher">teacher</a>. The teacher then records the student's narration exactly as the student dictates it; after the teacher records the student's contribution, the teacher then reads it orally in its entirety.

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<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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</style><cite id="CITEREFAshton-Warner,_S.1963" class="citation book cs1">Ashton-Warner, S. (1963). <i>Teacher</i>. New York: Simon and Schuster/London: Secker & Warburg.</cite></li>

<li><cite id="CITEREFBrügelmann,_H.1986" class="citation journal cs1">Brügelmann, H. (1986). "Discovering print – a process approach to initial reading and writing in West Germany". <i>The Reading Teacher</i>. <b>40</b> (3): <span class="nowrap">294–</span>298. <a href="JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/20199385">20199385</a>.</cite></li>

<li><cite id="CITEREFBrügelmann,_H.Brinkmann,_E.2013" class="citation conference cs1">Brügelmann, H.; Brinkmann, E. (2013). <a rel="nofollow" class="external text" href="https://www.academia.edu/4274824"><i>Combining openness and structure in the initial literacy curriculum. A language experience approach for beginning teachers</i></a>. 18th European Conference on Reading “New Challenges - New Literacies.</cite></li>

<li><cite id="CITEREFDorr,_R._E.2006" class="citation journal cs1">Dorr, R. E. (2006). "Something old is new again: Revisiting Language Experience". <i>The Reading Teacher</i>. <b>60</b> (2): <span class="nowrap">138–</span>146. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1598%2FRT.60.2.4">10.1598/RT.60.2.4</a>. <a href="JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/20204444">20204444</a>.</cite></li>

<li><cite id="CITEREFFreire,_P.1972" class="citation book cs1">Freire, P. (1972). <i>Pedagogy of the oppressed</i>. Harmondsworth: Penguin.</cite></li>

<li><cite id="CITEREFMcGee,_L.M.Richgels,_D._J.2012" class="citation book cs1">McGee, L.M. & Richgels, D. J. (2012). <i>Literacy's beginnings: Supporting young readers and writers</i> (6th ed.). Boston et al.: Pearson/ Allyn and Bacon.</cite></li>

<li><cite id="CITEREFRichgels,_D.J.2001" class="citation book cs1">Richgels, D.J. (2001). "Invented spelling, phonemic awareness, and reading and writing instruction". In Neuman, S. B.; Dickinson, D. (eds.). <i>Handbook on Research in Early Literacy for the 21st Century</i>. New York: Guilford Press. pp. <span class="nowrap">142–</span>155.</cite></li></ul>

<div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2></div>

<ul><li><cite id="CITEREFAllen,_R._V.1976" class="citation book cs1">Allen, R. V. (1976). <span class="id-lock-registration" title="Free registration required"><a rel="nofollow" class="external text" href="https://archive.org/details/languageexperien0000alle_x9l1"><i>Language experiences in communication</i></a></span>. Boston: Houghton-Mifflin. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780395186244</bdi>.</cite></li>

<li><cite id="CITEREFTierney,_R._J.Readence,_J.Dishner,_E.1995" class="citation book cs1">Tierney, R. J.; Readence, J. & Dishner, E. (1995). <i>Reading Strategies and practices</i>. Boston: Allyn & Bacon.</cite></li>

<li><cite id="CITEREFParrish,_B.2004" class="citation book cs1">Parrish, B. (2004). <i>Teaching Adult ESL: A Practical Introduction</i> (1st ed.). McGraw Hill. p. 132. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780072855135</bdi>.</cite></li></ul>

<div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2></div>

<ul><li><a rel="nofollow" class="external text" href="http://www.literacy.uconn.edu/compre.htm">Reading Comprehension</a></li></ul></div><div><div class="zim-footer">

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