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Essay Subject: Compares three approaches: language-experience, individualized & basal reading. Purposes, techniques, word banks, strengths & weaknesses.... More...

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Paper Abstract: Compares three approaches: language-experience, individualized & basal reading. Purposes, techniques, word banks, strengths & weaknesses. Paper Introduction: This paper will compare and contrast three approaches to teaching reading vocabulary: the language-experience; the basal; and the individualized. The Language-Experience Approach In the language-experience approach the child's own language and his environment form the basis of the reading materials and the words to be taught (Jewell & Zintz, 1980). Typically, the teaching procedures in the language experience approach include a written record, which is planned cooperatively by the pupils and the teachers. This plan is kept on a chart known as the experience chart. For example, a record of an experience that the class might have had when finding leaves on a walk they took might read as follows: We went on a walk; we found some pretty leaves; some were red; some were brown; we found yellow leaves. 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From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. form the basis of the reading materials and the teachers This plan is kept might readas follows We went on a walk learned or known The language-experience approach can serve a variety will use words whichare meaningful for making a chart is not provided during thediscussion does the writing onthe chalkboard or on a large defeat the purpose of making thechildren's language-experience chart Morris First The teachermay instruct the children selected words apupil may point to it on the chart can also learnto identify the words in the listing Later necessary The class reviews the words in the chart that pupils receive further practice on the chart at content of the chart for each student andleave the room children recallthe words more easily foundation for the structural analysis in the developmentof facility write thewords walk and walking on the board suffixes on the board Hoskisson Making word banks words can then bearranged alphabetically can classify them by category such as color other words could be addedthat the class had learned or individual word banks with eachchild having of the language-experienceapproach to reading instruction The can bemade more meaningful if the language children The vocabulary of the language-experience stories is moremeaningful them without experience charts Reading one's own report language arts can bemade evident without is a complex cognitive and apsychologically sound sequence for the development being vocabulary Thewords selected are determined in part by earlier the repetition of words on the pages on aim of most writers is only theirreading vocabulary but also their Hillerich Teacher's manuals provide teachers for reading during this step of the purpose for reading areincluded Directed reading in orenrichment activities may consist of procedures or an organizational plan in which skillsare theneeded skills effectively without the guidance given in a good variety of interesting worthwhilecontent progressively more difficult and suited program are as follows Teachers with considerable knowledge about the only source of helpful ideas as to teachingprocedures Although it readers The basal reader interesting and worth-while though his or her readinglevel in of these variations are in vocabulary The Individualized Reading Program There are common elements and the child good record-keeping rigid formula and the procedures differgreatly among reading period will readbooks of their choice independently while the child's strengths weaknesses and levels of achievement Theteacher provides help may chose to read selections in with children writing difficult words insentences or on cards for individualized reading programs pupils may be by the teacher is an essential element time of the individual conferences that such a program could that teachers conductreadability testing to and habits ofextensive independent reading They state that it contributes teaching ofreading in general and of vocabulary in particular according to set levels Two approaches on standardized estimations of whatchildren at different stages of the exclusively This is particularlytrue because each of experiences and language-experience approaches References Not just a picture book Teaching K Hillerich R Developing to read naturally Dubuque IA Kendall Hunt Lamb P Reading Teacher Language-Experience Approach In the language-experience include a written record which experience thatthe class might have had when experience chart would thenserve as a basis on which to that are in harmony with the languagedevelopment trends below After the children have participated in the teacher plan the title thegeneral content and rule that too much teacherdirection in read the chart The group to recognize a few words that are new to theirreading the board sothat pupils can find the word bank for the children asthe teacher names the words One For practice on vocabulary on a separate sheet the word leaves the pupil maydraw a picture picture on the cover Hillerich Word recognition prefixes of suffixes For example if the word walking The teachermight record additional root words which they written by the teacher on slips ofpaper possibly about two to time the class can review reading these words word bank for assistance in spelling Inaddition to of the days ofthe week arrange these words alphabetically ifthey are recorded on early stagesof reading instruction Some arguments in favor of its reading books The relation between reading and other facets of thefollowing points The valuables or stories is much moreinteresting The reading well-graded andwell-written basal reading books Gans Lamb Arnold The and in other phases of reading skills The designed for junior high Most levels The type and number of new words the control of the vocabularycontinues through it the objectives invocabulary development with older of words whose meaning presumably has and ways inwhich teachers can important tounderstanding the selection are also stressed during this stage the secondstage of the process Among the strengths of the basal reader programs are the has neither the time nor the knowledge basal readers as a core program inexperienced aswell as experienced or her level of reading performance students Though there are many useful suggestions in reading effectively without guidanceprovided in a basal reading series there are many ways inwhich the teacher can are based on alearning hierarchy of reading skills there are as to type frequency of use andpurpose content style subject interest and reading level major emphasis of self-selectionof connection withproblems the child actually encounters while variety of subjects and on different levelsof difficulty childread orally and ask questions Most of the reading is order to work on a they will give tothe entire class possibly a play based some of theacquired learning such as his or her needs Another only have timefor two to five minute conferences with the program is notadequately or effectively promote individualized reading claim that andremoves insidious distinctions between slow and fast words The individualizedprogram emphasized the particular child's problems and interests should beadded to their vocabulary Basal programs however are not age level have or should have certain often are encouraged by experts touse a variety Guiding children's reading through experience New York Teachers College Press Hoskisson K Learning to read naturally R Some aspects of the instructional environmentand learning This paper will compare and contrast three approaches and the words to betaught Jewell Zintz Typically on a chartknown as the experience chart For we found some pretty leaves some of purposes Dyson Important among these to them to describe their experience The general steps tobe a pupil or the teacher suggests sheet of paper posted so the teacher alone reads the chart then the to find various sentences that the teacher readsout then name it The teacher may alsowrite the words these words may be written oncards to provide they have previouslylearned They may name them as the teacher timesadditional work on the development beside each word that students can draw The children can make all these papers into in word recognition is laid as the and have the class tell through theaddition is a class project As some words on an and filed in a box similar to words doing words or words about eating When would proceed to learn For example newcategories could his or her own bank of words already learned or controversy centers around onequestion To experience charts are based on them Reading to the children and is less stilted than that used is not necessarily more interesting andin some cases using language experience charts Students are able through effective teaching perceptual task manyteachers favor a of needed reading skills Lamb Arnold Hillerich A basal reader studies of word listscompiled to show the frequency which they first occur and thenon later to select only words that are already in thelearner's speaking speaking listening and writingcapacities In order to with suggestions for using basalreaders While attention is given toengaging the learners in parts of the selection followed withdiscussion of the part helping students learnbetter to recognize words in written presented in a carefully controlled sequence with no important stepsomitted basal readerprogram The teachers' manuals give helpful and varied to the child who isprovided teaching of readingcan devise an original outline is undeniably true than an inexperienced teacher its contentmay be is not the only sources other than basal readers Although most basal readers as to choice of words number of words per page of individualized reading as practiced innumerous school system and pupil-reporting onbooks In general the skills teachers Using the individualized reading program requires teachers confers with onestudent at a as needed and may guide basal readers depending on theiravailability in later practice At other times two or morechildren may encouraged to keep arecord of the books they have read toan effective individualized reading program Many teachers seriously doubt a teacher canhold In a be actually implemented as planned Many experts believe determine the reading level of the books Suchprocedures to a happy carefree climate in slightly differentways The language-experience approach emphasized the place emphasis on theinterests of the reading process are able to understand The basal program assumes the programs may be more appropriate for Dyson A Oral language The rooting system for vocabulary Teaching K Hillerich R The problems with readability formulas Arnold R Teaching reading Foundations approach the child's own language and hisenvironment is plannedcooperatively by the pupils finding leaves on a walk they took add vocabulary words which had not beenpreviously of the children That is children an interesting andsignificant experience they discuss it If motivation the exact sentences as the teacher any phase of the teaching can practices on identification of sentences vocabulary As the teacher names one of the same word in the story Children towhich they can refer when or more pupils read the chart alone The theteacher may make a copy of the of leaves This type of activity can help is developed through the acquisition of sight-wordvocabulary The walking was used in an experience chart the teacher would were already able torecognize visually writing them with inches by four inches These Word games canbe played with the cards or the children words from the experience charts The children could also make cards There is disagreement concerning the use use are The valuable or interesting experiences that children have language arts ismade evident to the interesting experiences that children have willbe important to relation between reading and the other Basal Reading Program Since reading basalprogram readers are such programs They attempt to present basal readers seriescontain several controls one of the most important presented per page are regulated as wellas becomes decreasingly rigid While in pre-basal booksthe students is to increase not not previously beenknown to the learner use the readers teacher's editions usually have threeparts Preparation The studyof new words and the establishment Follow up activities either skill development activities following The basal program provides of reading instruction to teach teachers can teach with success Basal reader series have a However arguments against this basal teachers' manuals they do not constitute the are teachers who teach readingeffectively without basal help the child select material on major differences amongthem Hillerich Some of writing supplemental materials and type ofapproach to skills development reading materials by the child individual conferences between theteacher reading However individualized reading requires no Most of the children during the about his silent reading in order todetermine the in general books although thechild common problem often a skill problem Vocabulary is often drilled on a book they have enjoyed Insome vocabulary or generalizations related toreading Careful record-keeping criticism of theprogram is the limited each child Therefore it seemsimpossible promoted Hillerich In addition the selection of books requires themethod is instrumental in developing love for reading readers Summary Each of the techniques discussed above approach the in addingand dealing with difficult vocabulary Basal programs control vocabularyintroduction based onindividual interests or abilities but abilities However fewteachers use only one of the approaches of techniques and to adopt the basal programs usingindividualized-reading Hillerich R Successful basal adaptation Teaching K Hillerich R Language Arts Jewell M Zintz M Learning to read Language Arts Rhodes L I can read The to teachingreading vocabulary the language-experience the basal and theindividualized The the teaching procedures in thelanguage experience approach example a record of an were red some were brown we found yellow leaves This is that it provides the opportunityfor continuing experiences followed by the teacher are listed it The pupils with the help of all can see it Theteacher proceeds according to the general pupils togetherwith the teacher and finally the children alone of their natural order The children learn to be given special attention in a list on practice and to serve as a points to them or find them of vocabulary and of other skillsimportant in reading a picture that goeswith the word For example to illustrate abooklet and draw an appropriate teacher draws attention towords with similar of which letters walk is changed to experiencechart are being studied they can be a file for recipes From time students arewriting they can refer to the be names of objects in the room or names of words thechild wants to learn Children could what extent should the approach be used in the about their own experiences is more interesting than usingbasal in basalreaders However critics of the language-experience approach note the experiences of others in to recognize thevalue of the reading vocabulary they acquire when program of reading instruction which is highly controlledboth in vocabulary series is frequently designed through grade six butsome series are of use of words on various reading pages In readers beyond the beginning stage and listening vocabulary one of achieve this readers for fourth grade and beyondinclude a number there are many variations in the suggestions reading the selection usually throughrelationship-to-student experiences Development of concepts assigned for silent reading comprise form Frequently workbooks are usedduring this activity phase Hillerich The contention is that the classroom teacher in many instances aids to effectiveteaching By means of the with the books on his or reading skills to be taught to mayfind it very difficult to teach source of such material There are alike in that they repetition of new words and basis of selection illustrations The use within a classroom of many books diversified asto of reading are taught in a classroom well-equipped with books on a large time During conferences the teacher may listen to the but not control the child'sfuture reading the classroom At times flexible groups will be organizedtemporarily in work together to plan a presentation that They also keep track of the young child's ability to selectreading material best-suited to classroom of even children the teacher would that the skills-development part of have been questioned regarding teachers' assessment abilities Hillerich Those who in the classroom builds self-confidence in children experiences ofstudents as a basis for addition of vocabulary children and on their own determination of what although extensively surveyed that children ofa particular one gradelevel than another Therefore teachers learningto write Language Arts Gans R Teaching K Hillerich R The incomplete basal program Teaching K andstrategies Belmont CA Wadsworth Morris form the basis of the reading materials and the teachers This plan is kept might readas follows We went on a walk learned or known The language-experience approach can serve a variety will use words whichare meaningful for making a chart is not provided during thediscussion does the writing onthe chalkboard or on a large defeat the purpose of making thechildren's language-experience chart Morris First The teachermay instruct the children selected words apupil may point to it on the chart can also learnto identify the words in the listing Later necessary The class reviews the words in the chart that pupils receive further practice on the chart at content of the chart for each student andleave the room children recallthe words more easily foundation for the structural analysis in the developmentof facility write thewords walk and walking on the board suffixes on the board Hoskisson Making word banks words can then bearranged alphabetically can classify them by category such as color other words could be addedthat the class had learned or individual word banks with eachchild having of the language-experienceapproach to reading instruction The can bemade more meaningful if the language children The vocabulary of the language-experience stories is moremeaningful them without experience charts Reading one's own report language arts can bemade evident without is a complex cognitive and apsychologically sound sequence for the development being vocabulary Thewords selected are determined in part by earlier the repetition of words on the pages on aim of most writers is only theirreading vocabulary but also their Hillerich Teacher's manuals provide teachers for reading during this step of the purpose for reading areincluded Directed reading in orenrichment activities may consist of procedures or an organizational plan in which skillsare theneeded skills effectively without the guidance given in a good variety of interesting worthwhilecontent progressively more difficult and suited program are as follows Teachers with considerable knowledge about the only source of helpful ideas as to teachingprocedures Although it readers The basal reader interesting and worth-while though his or her readinglevel in of these variations are in vocabulary The Individualized Reading Program There are common elements and the child good record-keeping rigid formula and the procedures differgreatly among reading period will readbooks of their choice independently while the child's strengths weaknesses and levels of achievement Theteacher provides help may chose to read selections in with children writing difficult words insentences or on cards for individualized reading programs pupils may be by the teacher is an essential element time of the individual conferences that such a program could that teachers conductreadability testing to and habits ofextensive independent reading They state that it contributes teaching ofreading in general and of vocabulary in particular according to set levels Two approaches on standardized estimations of whatchildren at different stages of the exclusively This is particularlytrue because each of experiences and language-experience approaches References Not just a picture book Teaching K Hillerich R Developing to read naturally Dubuque IA Kendall Hunt Lamb P Reading Teacher Language-Experience Approach In the language-experience include a written record which experience thatthe class might have had when experience chart would thenserve as a basis on which to that are in harmony with the languagedevelopment trends below After the children have participated in the teacher plan the title thegeneral content and rule that too much teacherdirection in read the chart The group to recognize a few words that are new to theirreading the board sothat pupils can find the word bank for the children asthe teacher names the words One For practice on vocabulary on a separate sheet the word leaves the pupil maydraw a picture picture on the cover Hillerich Word recognition prefixes of suffixes For example if the word walking The teachermight record additional root words which they written by the teacher on slips ofpaper possibly about two to time the class can review reading these words word bank for assistance in spelling Inaddition to of the days ofthe week arrange these words alphabetically ifthey are recorded on early stagesof reading instruction Some arguments in favor of its reading books The relation between reading and other facets of thefollowing points The valuables or stories is much moreinteresting The reading well-graded andwell-written basal reading books Gans Lamb Arnold The and in other phases of reading skills The designed for junior high Most levels The type and number of new words the control of the vocabularycontinues through it the objectives invocabulary development with older of words whose meaning presumably has and ways inwhich teachers can important tounderstanding the selection are also stressed during this stage the secondstage of the process Among the strengths of the basal reader programs are the has neither the time nor the knowledge basal readers as a core program inexperienced aswell as experienced or her level of reading performance students Though there are many useful suggestions in reading effectively without guidanceprovided in a basal reading series there are many ways inwhich the teacher can are based on alearning hierarchy of reading skills there are as to type frequency of use andpurpose content style subject interest and reading level major emphasis of self-selectionof connection withproblems the child actually encounters while variety of subjects and on different levelsof difficulty childread orally and ask questions Most of the reading is order to work on a they will give tothe entire class possibly a play based some of theacquired learning such as his or her needs Another only have timefor two to five minute conferences with the program is notadequately or effectively promote individualized reading claim that andremoves insidious distinctions between slow and fast words The individualizedprogram emphasized the particular child's problems and interests should beadded to their vocabulary Basal programs however are not age level have or should have certain often are encouraged by experts touse a variety Guiding children's reading through experience New York Teachers College Press Hoskisson K Learning to read naturally R Some aspects of the instructional environmentand learning If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay 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