Readings

THE LANGUAGE EXPERIENCE APPROACH

Introduction:
Experience is the best teacher.

For almost a century now, educators have used personal experience as

the basis for learning and literacy instruction. The Language Experience Ap-
proach (LEA) draws upon and takes advantage of this important link between ex-
perience and education by using student narratives as the basis for reading in-
struction.

The Language Experience Approach (LEA)

LEA is an approach based on the use of students’ own spoken words as

the reading text. The teacher records what student says and helps them to read
the written version of their own speech. The generated text can be used for word
study, discussion, grammar and syntax practice and prompts for student writing.
The major purpose of this approach is to impart the understanding that
anything that can be said can be written, and anything that can be written can be
read or said. Any event or experience that creates a lot of interest capture chil-
dren’s imagination is a good focus.
This is an approach which views reading as an extension of speaking. It
combines reading with other communication skills such as listening, oral expres-
sion and writing. The approach uses a learner’s own language patterns, vocabu-
lary and experiences to supply both meaningful and highly motivational reading
materials. The child uses language skills to make an orderly transition from
speaking to writing to reading. Language experience activities do not separate
reading from the other communication skills.
More than any approach to reading, there is a developmental integration
of the communication skills of listening, speaking, reading and writing. From the
very first the child is encouraged to express his thoughts, ideas and feelings. This
approach to reading allows teachers to integrate and develop skills in all facets of
language experiences simultaneously and with equal emphasis instead of giving
undue attention to any specific language skill.
Kenneth Goodman and advocates of more current approaches to lan-
guage instructions also believe that “the four skills” are interrelated and mutually
beneficial components of the “whole language” and thus should be taught simul-
taneously. Whole language proponents argue that reading should be taught
along with speaking, writing, and grammatical skills. Therefore reading becomes
a part of a communication cycle like this.

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 Reading Thinking
Experiencing
ing

Writing Talking

Philosophy of the Approach

The title “language experience” provides a clue to the nature of the ap-
proach. All the communication skills, listening, speaking, reading and writing in-
cluded in this language-arts-oriented approach. The philosophy of the approach
is best described by Lee and Allens (1963) rationale.
1. What a child thinks she can talk about.
2. What one talks about can be expressed in writing.
3. Anything a child or teacher writes can be read.
4. What a child has to say is as important to her as what other people
have written for her to say.

The language experience approach thus emphasizes that the child’s own ideas
are worth expressing. They are not only worth saying, they are also worth writing
down and being read by the child, the teacher, and other classmates. This ap-
proach stresses the natural flow of language. First, the child’s oral expression is
stimulated by art, literature or other experiences., and then her written expression
is developed from her oral expression, her motivation for reading her own lan-
guage, she is moved naturally into reading the language or other authors found
in published books.

The Learning Experience Process

The language experience stimulates the oral language and writing by
providing opportunities for discussion, exploration of ideas and expression of
feelings. The language experiences in turn provide the content for group and in-
dividual stories composed by children and recorded by the teacher. Teachers in-
troduce students to the language experience approach through development of a
group chart story.
The chart story is usually written by an entire group, guided by the teach-
er, following a shared motivational experience. The motivational experience
maybe any activity that involves the group and encourages oral language as the
children are drawn into a discussion about the activity. Examples of other motiva-
tional materials and activities include trips, films, building projects, pictures, guest
speakers, science experiments of activities will provide many motivational experi-
ences for the chart story.
After a motivational experience and the oral discussion, the teacher re-
cords the story exactly as it is said by each child. For L I students Jones (1986)
warns, “the syntax (should be) preserved exactly as it was spoken” in order to
prevent “affronting the students with the suggestion that his/her language needs

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to be changed” and “assure the strongest possible connection with the student’s
spoken language” (29-30)
The teacher may record the story on a large piece of newsprint, a poster
board chart, or on the chalkboard, from which it will later be reprinted onto a
chart. Which ever means of recording is used, it is essential that children sit so
they can see each word as it is written in the proper left-to-right sequence. They
will thus see that sentences follow a progressive pattern from the top of the page
to the bottom and those sentences begin with capital letters and end with peri-
ods.
As the children dictate the story, the teacher writes each word, repeating
the word aloud as he writes. Following each sentence, the teacher reads the
whole sentence to the group, using his hand to underline the word being read.
The teacher asks the child who has indicated the sentence whether the sentence
is correct.

Five Step Basic Procedure in LEA

Each language experience activity is developed in a specific sequence of
experiences. “Experience “is a key term in this approach. Children are stimulated
by experiencing a motivational activity. This activity provides them with something
to think about, talk about, and read about. The resulting experience story is
meaningful because the children have experienced the story before they are ex-
pected to either write, read, to answer questions about it. The following sequence
is common for the language experience activities.

1. Motivational activity. Provide an experience to stimulate thinking

discussion, writing and reading. Motivational ideas include field
trips, pictures, experiments, holidays, poetry, music, tall tales, local
issues, comparisons, families, pets, friends, myself, puppetry, make
believe, birthday parties, content area units, art work, biographies,
guest speakers, movies, literature, dreams, making recipe,
classroom animals, hobbies, or the weather.
The general procedure for language experience approach involves
the whole class or a small group in:
 experiencing
 discussing the experience
 recording the experience
 using the record of the experience for reading and writing
activities.
2. Discussion time. Provide a discussion time so children can think,
exchange, expand, and clarify ideas before they write.
3. Dictation or individual writing. The student dictates an account or
story to the teacher, who records the statements to construct the
basic reading material. If the story is dictated, either by a group or
an individual child, record the words as presented by the group or
child. Place the children in a position so they can watch as you
write on the chalkboard, chart, or large sheet of newsprint. If the

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 language experience is being written individually by each child,
provide as much assistance as necessary for them to write their
own thoughts.
4. Read the story. Read the story back to the students immediately.
Trace each word with your hand and allow the students to verify
that this is exactly what they said. Allow them to read the story with
you and by themselves, when they feel ready. Reading is made
easier by the fact that the student is reading material that is self-
generated.
5. Reinforcement. Use appropriate reinforcement activities with the
language experience story. For example, cut apart sentences in a
sequentially –ordered story, mix them, and have students put them
back into the correct order. Match the sentences that are cut apart
with the sentences in a chart story. Match phrases or words within
the chart story that begin with a specific consonant or rhyme with a
specific word. Introduce a role playing activity about a problem de-
veloped or resolved in a experience story. Here individual story
words are learned and other reading skills are reinforced through
Teacher-designed activities related to the story.
Theoretical Support
As Jones (1986) notes, the basic approach to LEA as outlined in the five-step
process above draws on several key language learning principles.
1. Learning occurs from the known to the unknown. The learner begins with
his or her own spoken language.
2. Learning occurs most effectively in a general to specific direction. In read-
ing, students must be immersed in a meaningful context of written lan-
guage for learning to be most effective.
3. Struggling adult readers usually have a low self-concept as readers and
need to be assured of some immediate success. There is little to lose and
much to gain with the LEA and assisted readings.
4. Adult learners are often very time conscious and need to leave each les-
son with a feeling of accomplishment. Everyone reads a t every LEA ses-
sion.
LANGUAGE EXPERIENCE GUIDING PRINCIPLES

Oral language and personal experience bridge the gap between spoken and
written language.

 Language experience exploits the two major resources children

possess – their language and experience. It is one of the most effi-
cient ways to initiate reading and writing. Words describing person-
al experiences provide a context of maximum support; someone
else may not. When children’s language and experience are accep-
ted as a starting point for literacy, learning to read and write is easy.

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  Literacy instruction is organized around the personal experiences of
the learner. Personal experiences when connected to personal lan-
guage, is much more easily remembered and understood than
someone else’s language and experience. Language experience
makes learning to read and write accessible for nearly any child - -
and adult for that matter.

The language arts must be integrated.

Integrated language arts create a corridor for mutual listening and talking.
Speaking and listening are present in nearly every aspect of the language experi-
ence approach. Book talks, sharing writing, responding to literature, comprehen-
sion discussions, dictating accounts, and peer discussions lead to an abundance
of opportunities to talk and listen to situations directly connected with reading and
writing. Research supports writers’ intuitive understanding that reading influences
writing (Tierney and Shanahan, 1991)

Language is for making meaning and is best acquired through meaningful

use and practice.
Acquiring language, in all of its subtleties, is the special province of child-
hood. As children acquire language, they acquire more than a set of words and
sentences. They also acquire thought structures and learning strategies that aid
learning to read and write. As children develop, language becomes instrumental
in directing thinking and learning. The richer language becomes, the more bounti-
ful thinking and learning can be.

The language experience approach involves children in their own language

learning, acknowledges the worth of their language, and organizes the curriculum
around their experiences. Children probe language to acquire its meaning. No
one does this better than a young child.

Writing knowledge is acquired most easily in company with the acquisition

of reading.

Writing is a fundamental component of language experience, and a dicta-

tion is a forerunner of independent writing. Dictation is oral composition, and oral
compositions are the language experience child’s first reader. The step beyond
oral composition is independent writing. But independent writing has require-
ments that young children are only partly prepared to emulate. For instance they
have only rudimentary knowledge of spelling. Invented spelling, therefore, must
be encouraged because it enables children to write early.

Recording dictated accounts gives children a model o how written lan-

guage is produced by observing the teacher recording their accounts. As teach-
ers record speech, they can talk about writing and model writing as they talk.

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Literature models and motivates language arts instructions.

Where literature is a priority, books must be available. Therefore,

classroom and libraries are essential. Through books, children may meet any
person, visit any place, and live in any era. Reading books enhances children’s
ability to function well in a literature society. Literature models the kinds of writing
we want children to produce – expository, narrative, and poetic.
Literature helps children think about what writers do and how they do it.
Literature offers meanings in many levels, and enriches lives in many ways. As
literacy grows children read and write their own books, talk about what they have
learned, and create art related to the literature they have ingested.

A sight vocabulary is derived from dictated accounts to support growth in

word recognition.

Word recognition is a means to an end – comprehension. Until a child can

read written words fluently, meaning cannot be reliably derived from text.
An initial sight vocabulary is necessary so that word recognition can be
taught from known words. Language experience is an efficient way to es-
tablish a sight vocabulary. After reading their dictated accounts, students
make word cards, choosing only those words they recognize both in and
out of context. Word study activities begin once a child has acquired a few
sight words.

Practice of language experience.

Language experience is not limited to dictation. There are other instruc-

tional components that are part and parcel of the language experience approach.
They include dictation, comprehension, writing, literature-based individualized
reading, word recognition, talking and listening, art and drama, sharing and pub-
lishing, and the mechanics of literacy – spelling, handwriting, and punctuation.

Dictation: -
There are three phases to dictation: recording the account, rereading the
account, and drawing words from accounts for word study. The language experi-
ence approach introduces children to reading through dictated accounts. These
dictated accounts are the initial source of reading material. Dictation may be
taken from groups or individuals. Groups typically have seven to nine children.
Group dictation accustoms children to talking about their experiences, and
it helps them understand the procedures to rereading dictated accounts. Individu-
ally dictated accounts can be started when children are comfortable talking about
their experiences and are familiar with rereading procedures.
Dictation can be gradually phased out as children become fluent readers. Those
who are progressing more slowly continue until they, too, can read fluently. Some

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children are less eager to dictate than others, some need the stimulus of a recent
class experience; a book read aloud, a nature walk, a discussion of pets. After a
time, children come to class to discuss their personal experiences and have less
need for a specific classroom stimulus.

Comprehension: -

Comprehension is a crucial goal of reading instruction. Any approach to

language arts that does not include a strong comprehension component has an
intolerable weakness. Comprehension instruction must be deliberate, intensive,
and direct. It cannot be left to chance or limited to shallow questioning during or
after reading. Comprehension instructions must be planned and organized. Com-
prehension strategies can be used with fiction and nonfiction materials. Instruc-
tion can occur in small groups and whole class settings.

Writing: -
Writing is a fundamental component of language experience. It is an indis-
pensable companion of reading instruction. Schedule writing sessions for not
less than 35 minutes to 40 minutes every day starting on the first day of school.
Those who can not write can draw and have their drawings labeled by the teach-
er. Writing process and writing workshop are essential in order to develop a
strong writing component. Children need support in their writing, consequently, it
is necessary to use invented spelling, which enables children to use the full
range of their oral vocabulary. Writing is valuable in itself, but it also contributes
to comprehension, word recognition, and spelling. Writing also gives multiple op-
portunities for developing speaking and listening skills.

Literature-based individualized reading: -

Individualized reading relies on children self-selecting books as the
primary reading material. Children read at their own pace and keep a record of
the books they have read. Individual and group conferences are help to discuss
books and monitor comprehension. When not otherwise engaged, children read
books, write about books, or work on projects related in the books they have
read.
Periods of time are set aside to share experiences and projects related to
the books children read. Activities, such as drama and read-alouds, are organ-
ized at the teacher’s discretion. A good way to introduce books to children is to
read all or part of them aloud.
Reading materials include short stories, essays, reports, books,
magazines, and newspapers – any material that children find interesting. Since
multiple copies of reading materials may be needed, literature based basal read-
ers provide a convenient source of useful reading materials.

Word Recognition: -

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 Spend 20 to 25 minutes a day on word recognition activities and continue
until word recognition fluency is achieved. Sight words learned through language
experience accounts, are a starting point. Auditory and visual discrimination can
be taught, using the text of dictated accounts and words drawn from these ac-
counts. Word study activities are especially valuable. Show children how to cat-
egorize words by meaning, sound, structural pattern, and other word features.
After a sufficient number of words have accumulated in word banks, children can
work in groups or individually to construct and exchange short messages using
their word banks.

Talking and listening: -

Oral and written language are parallel systems for communicating mean-
ing. Talking and listening sometimes get short shift in language arts curriculum
since reading and writing tend to dominate class activities. It is much better when
oral and written language work together to create literacy events. Art and drama
projects are excellent vehicles for connecting reading and writing with speaking,
listening, and viewing. Language experience and whole language have an ad-
vantage that their approach to reading and writing affords multiple opportunities
to integrate listening and talking with reading and writing.

Art, drama and music: -

Before children are capable of recording their ideas through the more ab-
stract medium of print, they are able to represent their impressions of the world in
the concrete forms of art, drama, and music. Artistic expression allows children to
use their senses and this, in turn, adds substance to experience. Writing, read-
ing, talking, listening, viewing, and thinking are enhanced when children express
themselves with paint, fabric, clay, drama, and dance.

Sharing and Publishing: -

Encourage publication and oral sharing of writing. Sharing and publishing

experiences are an essential component of the language experiences approach.
Book talks, book making, and the author’s chair are forums for sharing language
arts experiences, though they can easily degenerate into routines devoid of vital-
ity and interest if not monitored closely. Book talks and author’s chair stimulate
critical listening when the form is varied and fresh. It I becomes too reutilized,
children lose interest.

Mechanics; spelling, handwriting, and punctuation: -

Children need to experience the writing process so they can draft, revise
and edit their writing, and in the final stages, proofread for miscues. They also

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need systematic spelling instruction beginning in first or second grade and con-
tinuing until a high level of spelling proficiency is acquired.
Legibility is the key issue in handwriting. It takes time for children to acquire that
eye-hand coordination need to write legibly. Whether teachers choose to use
handwriting materials or teach handwriting on their own, it does not harm and
much good to show children how to form letters and space them so that their
audience can read them.
Punctuation becomes increasingly important as children more from early to later
stages of writing. Dictation provides opportunities to informally talk about the
symbols we call punctuation.
Casual comments about punctuation can be made now and then as an account
is recorded. Teach punctuation in mini-lessons, as well, aiming at needs ob-
served from analyzing children’s writing.

The Language Experience Approach recognizes that:

 Experience and language interact all the time as a normal part of our lives.
 Most children bring to school and ability to use oral language, it is this lan-
guage that the teacher start with and proceeds from;
 Errors in the use of language (i.e. not using Standard English) need to be
overcome by allowing more practice in talking, listening, writing and read-
ing
 Correcting and giving advice is related to the need of children to express
themselves effectively using real communication in a non-threatening cli-
mate.

The Language Experience Approach:

 Can create situations in which talking, listening, writing and reading have
purpose, relevance and meaning across all areas of the curriculum.

 Is based on the concept that reading has the most meaning for children
when the materials being read are centered on their experiences and ex-
pressed in their language. It integrates the teaching of reading with all oth-
er learning areas as children listen, talk and write about personal experi-
ences and ideas.

 Is part language development. Success depends on continued language

growth so that as children acquire greater facility with language, they are
able to make full use of it as an agent foe wider reading and learning. Ex-
posure to many diverse situations that involve listening, discussing, ex-
ploring, reading and writing provides children with greater understanding
of language that will assist in interpreting print and expressing thought and
feelings.

In the early stages, children’s personal feelings, thoughts, ideas about and re-
actions to experiences provide the major source of material for the teacher to
record fore reading. As children’s abilities with writing develop, much of this

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 recording is done by the children in various forms either personally, in groups
or as a class. It provides a source of readily-accessible reading material.

LEA is especially effective approach for beginning readers because:

 Writing down students’ thoughts demonstrates that we think their ideas,
language, and experience are important.
 Transforming students’ spoken language into printing on a page helps the
new reader begin to understand the relationship between oral language
and written text.
 The reading text produced is familiar and meaningful to the students. This
familiarity helps new readers comprehend what they are reading.
 Figuring out the words is easier because the readers know, in general,
what words are in the passage. The predictability of what specific word
comes next is high because we are using the student’s own language.
 Having familiar text enhances comprehension and decreases demands on
readers’ attention. Thinking can be focused on figuring out the words
without losing the meaning of what is being read.

Conclusion:
Although there is no one “super method” for language teaching, LEA offers
a useful method for beginning literacy instruction by linking the students’ lan-
guage and experience learning.

References:

Adrian J. Wurr Language Experience Approach Revisited: The Use of Personal

Narratives in Adult L2 Literacy Instruction, The Reading Matrix Vol2, no.1, April
2002

Non-Formal Training Program, PRODED-ERP, DAP 1988

Handouts

Ronald R. Cramer, Ph.D. - Principles and Practices of Language Experience,

Scott Foreman Publishing

Helen Hoffner – An Adapted Language Experience Approach: Helping Secondary

Students with Content Area Reading

Prepared by:

Perla H. Cuanzon
DepEd, Manila

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