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com
Sight Words Teaching Techniques:
Introduce new sight words using this sequence of five teaching techniques: See & Say A
child sees the word on the flash card and says theword while underlining it with her finger.
Spell Reading The child says the word and spells out the letters, then reads theword again
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Sight words is a common term in reading that has a variety of meanings. When it is applied to
early reading instruction, it typically refers to the set of about 100 words that keeps reappearing
on almost any page of text. Who, the, he, were, does, their, me, be are a few examples.

In addition to their being very frequent, many of these words cannot be sounded out. Children
are expected to learn them by sight (that is, by looking at them and recognizing them, without
any attempt to sound them out.)

Unfortunately, this means minimal teaching. Often, little is done other than to show the word and
tell the child what it is saying. For many children, this is not enough, with the result that their
reading of these critical words is laden with error.

What does this mean for parents who are helping their children master reading? Basically it
means spending some time in truly teaching these words so that your child gains real mastery of
them. The key to achieving this goal is accurate writing (spelling)via memory. That is, the
child writes the word when the model is not in view.

You can do this by creating simple sentences that the child reads. (By using sentences, you will
automatically be using many sight words. In addition, you will be giving your child the
opportunity to deal with words in contexta key to meaningful reading) After showing the
sentence and having your child read it, turn it over and then dictate the sentence. If there is an
error, you immediately stop your child and take away the paper. Then you show the model again
and repeat the process. In other words, the writing of the sentence has to be fully accurate,
starting with the first word.

If you want a list of those words to help guide your efforts, here is the top 100 according to
the American Heritage Word Frequency Book by John B. Carroll.

A: a, an, at, are, as, at, and, all, about, after

B: be, by, but, been

C: can, could, called

D: did, down, do

E: each

F: from, first, find, for

H: he, his, had, how, has, her, have, him

I: in, I, if, into, is, it, its

J: just

K: know

L: like, long, little

M: my, made, may, make, more, many, most,

N: not, no, now

O: or, one, of, out, other, over, only, on

P: people

S: said, she, some, so, see

T: the, to, they, this, there, them, then, these, two, time, than, that, their

U: up, use

V: very

W: was, with, what, were, when, we, which, will, would, words, where, water, who, way

Y: you, your

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Phonics is a method for teaching reading and writing of the English language by developing
learners' phonemic awarenessthe ability to hear, identify, and manipulate phonemesin order
to teach the correspondence between these sounds and the spelling patterns (graphemes) that
represent them.

Why Phonics?
The English language is based on the alphabetic principal. Letters make sounds, certain
combinations of letters make sounds, etc. And these letter patterns/combinations are more
reliable than you think if you study them closely. Word study is a great way to help kids
understand the logic (or rules, if youd like) of these patterns. The goal of any spelling or
phonics program should be to help kids crack the code and apply the codes in other words
as they read and spell. Programs that focus on learning words by sight only unfortunately ignore
the code of our language; that our language is indeed alphabetic.

Phonics begins with making letter-sound associations. Without this basic knowledge of letters
and their corresponding sounds, learning words would be quite a futile task for most, if not all,
children. In my post, Sight Words: When they Just Dont Stick, I talk more about how kids
develop through word learning and when the best time is to introduce the idea of sight words to
kids.

Why Sight Words?

There are some words that appear with enough frequency in a childs diet of reading and
writing that we want her to know them by sight. We call these sight words. Instead of stopping
each time to figure out the word using decoding skills (sounding it out or finding word patterns,
such as ow), we want the word to become automatic; to be read within one second of seeing it.
This DOES NOT mean, however, that phonics cannot come into play, too. It most certainly
helps a young reader to understand that she can sound out did; that she can apply her phonics
knowledge to the word and read it. But note also that there are some sight words young readers
cannot figure out through phonics alone (the, was, and of are just a few).

Two common lists of sight words are Dolchs word list and Frys word lists. Both lists include
words that are most commonly found in independent readers for kids, starting in early
Kindergarten. Personally, I like Frys list better (its more comprehensive), but NOTE
THIS: ANY word came be a sight word for a child if she knows it by sight, even
her name. If a child knows the word by sight, it is a sight word for that child. Sight words word
(it goes back to integrating and immersing your kids into words everyday through reading,
writing, playing, etc.)

Why BOTH Sight Words and Phonics?

If youre a math person, allow me to venture here for a moment. When we first teach young
children their math facts (4+4=8 and such), we start by pulling out the manipulatives, showing
them in concrete ways how 4 of this plus 4 of that equals 8. We want children to understand how
the math fact works (the nuts and bolts, if you please). We want them to have the ability to solve
different problems by showing us HOW they did it.

But as young children become older children, we want them to move past using, or even
needing, those manipulatives to solve 4+4=8. We want their basic math facts to become locked
in their memory. Automatic. While they could still show us HOW they got their answer, it isnt
so necessary anymore. As a matter of fact, if the basic math facts do not become automatic, it
could potentially hinder further growth in math.

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READING ALOUD

Research proves conclusively that one simple activity reading aloud to children is the best
way to prepare children for learning to read and to keep them reading as they learn and grow.

The single most important activity for building the knowledge required for eventual success in
reading is reading aloud to children.
Becoming a Nation of Readers: The Report of the Commission on Reading Anderson et al,
1985

The New Zealand Ministry of Educations 2003 handbook Effective Literacy Practice in Years 1
to 4recommends reading aloud as part of the daily class programme:

"Reading aloud from the best of childrens literature should be a daily part of every classroom
programme at all levels. Listening to a story told or read aloud well is a captivating experience."

BENEFITS

Reading aloud also benefits secondary school students and opens up the world of books to non-
readers and those who are struggling. In 2004 Krashen states in an overview of the research into
the effects of reading aloud that "children read more when they listen to stories and discuss
stories".

Hearing stories read aloud strengthens speaking, listening, writing and reading and
comprehension skills and:

increases their vocabulary

helps students appreciate the beauty and rhythm of language
enhances imagination and observation skills
improves critical and creative thinking skills
expands a students general knowledge and understanding of the world
 develops positive attitudes toward books as a source of pleasure and information and
helps to create life-long readers
builds community and a sense of belonging through the shared literary experience.

Increases vocabulary and grammatical understanding

Reading aloud provides young and old with a rich source of vocabulary, it stimulates the
imagination and can help re-associate reading with pleasure.

Dominic Massaro, Professor Emeritus of Psychology at the University of California conducted

research showing that reading aloud is the best way to help children develop the rich vocabulary
and grammatical understanding required to learn how to read. He says that:

"...children listening to a reading of a picture book are roughly three times more likely to
experience a new word type that is not among the most frequent words relative to the situation of
listening to their caregivers speech. Thus, children experience a greater number of rare words
and supposedly a more extensive and challenging vocabulary with picture books than with
caregiver-directed speech."

HOW TO READ ALOUD?

First and foremost read. As a reading role model, you will inspire your students to read, be able
to talk about and recommend books and it will make selecting read-alouds much easier.

Extend your reading beyond the familiar. Explore childrens literature review journals and
websites. Some other general guidelines include:

Read to suit yourself and the students.

Set aside a regular place and time at least 15-20 minutes per day.
the more you read aloud the better you get.

Choose appropriate reading material

Appropriate reading material is essential when you are reading aloud. Some suggestions include:

Choose a story you will enjoy reading aloud, your enthusiasm will be contagious.
Select stories with an interesting plot, dialogue, some suspense and/or adventure, suitable
emotional content for the age and background of the students.
Look for books that support and extend the students special needs and interests.
Ask students for suggestions to read aloud. Booktalk 4 or 5 options and ask the class to
vote for one.
 Read the tried-and-true, but expose your audience to new types of literature challenge,
but dont overwhelm them, move beyond what is safe and what children will choose to
read themselves.

Other things to note when choosing a read aloud book:

Books heavy on dialogue or dialect are harder to read and listen to.
An award-winning book isnt necessarily a great read-aloud.
Dont choose a book which is very well known, for example, has been made into a film
or been on television once the plot is known much of the interest is lost.
Avoid long descriptive passages until the listeners can handle them.
Look for books that represent a variety of cultures in content and illustration.

Getting to know read-alouds

Prepare for reading aloud

Preparing for reading aloud helps avoid surprises. We suggest you:

Pre-read or skim the book to identify any possible pitfalls such as unexpected themes or
plot developments, and to identify good 'stopping points' like a cliffhanger.
Match the length of the story with the childrens attention spans and listening skills.
Begin with short selections, increase story length gradually.
Decide whether you want multiple copies of the book so children can read along if they
want.
Try to set aside at least one 'traditional' time each day to read aloud. Dont leave too long
a gap between read-aloud sessions of a serial novel keep it regular, and remember you
can read quite a lot in five minutes!
Dont use withdrawal of read-aloud time as a threat.
Let your school librarian know what you are going to read aloud, as there may be a surge
in demand for the book. This allows them to buy an extra copy, or request a copy from
our lending service to meet demand.

At the start of the read-aloud session

Good things to do at the start of the read-aloud session are:

Show the cover and read the title and author and illustrator of the book. 'Name drop' if
you have information, for example, other stories by the same author, or similar titles.
Suggest things to look at or listen for during the story.
Allow a minute or two to settle and for everyone to get comfortable some students
may need an activity to keep their hands busy while listening, such as creating a pen or
pencil drawing related to the story, while they listen.

Use reading aloud to create a listening culture

Reading aloud requires listening. Ways to create a listening culture include:

Extend the duration of the read-aloud sessions as your audience become better listeners.
If you read at the start of the lesson, it isnt a reward for good behaviour and doesnt fall
off the agenda because of time pressures. Students may arrive earlier to class to avoid
missing the story.
To create a listening culture, make the first session long, even up to half an hour, to get
into the story.
Ask the children to listen for interesting words. Write down interesting words from the
text and their meanings. Students use these words in their own writing.
Try using a bulletin board displaying information about the book such as words, author
information, related works, others in series and artwork.

Reading pace and eye contact important

Read at a varied and moderate pace and allow listeners to create mental images of the words.
Make eye contact with your audience and change your voice to fit the mood or action.

WHEN A BOOK ISNT WORKING

Dont persevere with a book that the audience are not enjoying. Discuss the reasons its not
working with the students before moving onto a new book or activity. If unsure, one approach
could be 'well start on Monday. If by Friday we agree it isnt working then well stop'.
Alternatively give a book a '50 page test' if the students are not hooked after 50 pages, discuss
whether to keep going or start a different book.

AFTER THE READ ALOUD SESSION

After the read-aloud session you could:

Make the book available for students to borrow when you have finished.
Expect the students to have favourite books. Honour their requests to read them over and
over again, as well as introducing new selections.
Reading aloud can involve 'warm ups' and 'follow ups' allow time for discussion after
the story (and during the story, as appropriate) but avoid quizzes and tests.

You might want to share your own thoughts about the story or have some discussion about
aspects of the story sharing a 'reading response', such as:

Does this book remind you of another book? Why?

 What is your favourite part of the story and why?
How did the story make you feel?
How might you feel or act if you were one of the characters in the story?
Has anything that takes place in the story ever happened to you?

Reading aloud to older students

Older students also need to develop their listening skills and stamina. Reading aloud provides an
opportunity for them to hear stories they may have missed out on such as myths and legends,
books from childhood or stories beyond their comfortable reading level. Things to consider for
reading to older students are:

As well as novels, you could read short stories, poetry, magazine articles, newspaper
columns or editorials and young adult (YA) books.
With novels for older students, it;s even more important to preview the book.
Read a chapter or a good 'chunk' each day keep the momentum going.
Read books that suit students intellectually, socially and emotionally. Semi-literate
readers do not need semi-literate books.
Keep them hanging finish at the end of a chapter. If it's a long chapter, stop
somewhere that will leave them wanting to know what happens next...
Read the Education World article "Reading aloud: are students ever too old?"

We have an obligation to read aloud to our children. To read them things they enjoy. To read to
them stories we are already tired of. To do the voices, to make it interesting, and not to stop
reading to them just because they learn to read to themselves.
Neil Gaiman

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Whole language describes a literacy philosophy which emphasizes that children should focus on
meaning and strategy instruction. It is often contrasted with phonics-based methods of teaching
reading and writing which emphasize instruction for decoding and spelling.
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THE LANGUAGE EXPERIENCE APPROACH AND ADULT LEARNERS

The language experience approach (LEA) is a whole language approach that promotes reading
and writing through the use of personal experiences and oral language. It can be used in tutorial
or classroom settings with homogeneous or heterogeneous groups of learners. Beginning literacy
learners relate their experiences to a teacher or aide, who transcribes them. These transcriptions
are then used as the basis for other reading and writing activities.
The LEA, first developed for Maori-speaking (Ashton-Warner, 1963) and native-English-
speaking children (Spache & Spache, 1964; Stauffer, 1965), has also been used successfully with
learners of all ages. Adult learners entering ESL programs may or may not have previous
educational or literacy experiences; nonetheless, all come to class with a wealth of life
experiences. This valuable resource for language and literacy development can be tapped by
using the LEA. The approach develops literacy not only with the whole learner in mind, but also
the whole language.
Features of the Language Experience Approach
The LEA is as diverse in practice as its practitioners. Nonetheless, some characteristics remain
consistent (Hall, 1970):

Materials are learner-generated.

All communication skills--reading, writing, listening, and speaking--are integrated.
Difficulty of vocabulary and grammar are determined by the learners own language use.
Learning and teaching are personalized, communicative, creative.

LEA With ESL Learners

Krashen and Terrell (1983) recommend two criteria for determining whether reading materials
are appropriate for ESL learners: The reading must be 1) at a comprehensible level of complexity
and 2) interesting to the reader. Reading texts originating from learners' experiences meet these
two criteria because 1) the degree of complexity is determined by the learner's own language,
and 2) the texts relate to the learner's personal interests.
Both criteria are of particular importance in adult beginning ESL classes, where the paucity of
reading materials can be problematic. Many books written in simplified English are either too
juvenile or too uninteresting to be considered appropriate reading material for adults.
Two Variations of LEA

The Personal Experience

The most basic, and in fact the original, form of the LEA is the simple transcription of an
individual learner's personal experience. The teacher or aide (or in a mixed-ability class, a more
proficient learner) sits with the learner so that the learner can see what is being written. The
session begins with a conversation, which might be prompted by a picture, a topic the learner is
interested in, a reading text, or an event the learner has participated in. Once a topic evolves, the
learner gives an oral account of a personal experience related to that topic. The transcriber may
help the learner expand or focus the account by asking questions.
In most forms of the LEA, the experience is transcribed as the learner dictates it, without
transcriber corrections to grammar or vocabulary. This technique keeps the focus on the content
rather than the form of what is written and provides concrete evidence of the learner's language
growth over time (Heald-Taylor, 1989). Errors can be corrected later, during revising and editing
stages of the writing process. The relationship between the transcriber and learner should be well
established before attempting the LEA, and the transcriber should be supportive of what the
learner has to say.

The Group Experience

Groups may also develop language experience stories together. An experience can be set up and
carried out by the group, or stories can grow out of experiences and stimuli from any part of the
learners' personal, work, or classroom lives. The following steps are often involved:
1. Choosing the experience or stimulus. In collaboration with the learners, choose a prompt or
activity that can be discussed and written up in some form. This might include pictures, movies,
videotapes, songs, books or articles, class projects, field trips, holidays or celebrations, or an
activity designed for this purpose.
2. Organizing the activity. Develop a plan of action with the class. This might include what you
will do and when, and what you will need. The plans can be written on the board to provide the
first link between the activity itself and the written word.
3. Conducting the experience. The following activities might be done in the classroom or in the
community.

In the classroom In the community

Preparing food (sandwich, French
toast, salad, popcorn)
Making cards (thank you notes, get
well cards, holiday cards)
Class projects (simulations, bulletin
boards, skits)
Taking field trips (to the bank, market,
malls, library, city hall)
Mapping the school or the
neighborhood.

If the experience takes place within the classroom, the teacher can narrate it as it unfolds,
repeating key words and phrases.
For more advanced learners, discussions, as well as actual experiences, can evolve into group-
produced texts. Discussion topics might include work, adult education, adjustment to life in the
U.S., or current local and world events. Again, the teacher might write key words and phrases on
the board as they are mentioned in the discussion.
4. Discussing the experience, including all learners in the discussion and writing key words and
phrases on the board. The class might, for example, reconstruct the sequence of events that took
place. Some learners may be capable of describing an entire experience or generating an
extended text about a prompt, while others may only be able to answer questions about it. The
teacher may need to stimulate or focus the discussion by asking wh- questions--Who was
involved? When did this take place? What did we do first? Regardless of the level of active
participation of various learners, it is crucial that all understand the discussion.
5. Developing a written account. The class works together to develop a written account of what
was done or discussed. Before actually writing a text, the class might do some planning activities
like brainstorming, webbing or mapping, listing, or sequencing ideas. Learners may dictate a
description or sequence of events in an activity while the teacher or aide writes it down, or a
group of students may work together in groups to produce an account. Regardless of who does
the writing, it should be easily visible to all learners--on the board, on a flip chart pad, or on an
overhead transparency.
The teacher does not correct the learners' language at this point, although learners may correct
themselves or each other as they work together. Formal correction can be done later, as part of
the revising and editing stages.
With beginning students, written compositions may be very simple, just a sentence or two if this
represents their level of English proficiency. Length is not significant.
6. Reading the account. Once the written text is complete, the teacher or a learner can read it
aloud to the class, focusing on key words and phrases, and then learners can read it silently on
their own. Of course, oral reading of the account does not need to occur only at this stage, but
can be done at many different points during its production, thus promoting rethinking and
revision throughout its evolution.
7. Extending the experience. Many language and literacy activities beyond rereading can be
based on the written text. The following possibilities can be selected and adapted according to
learners' proficiency levels.
With beginning learners, teachers can

have students copy the story themselves;

have students match words with pictures or definitions;
delete every nth word (4th, 5th, 6th, etc.) to create a cloze exercise. Have the students fill in
the blanks either with or without the assistance of a word bank, depending on their literacy
level;
select words from the story for vocabulary, spelling, or sound-symbol correspondence
activities;
use the texts to review a grammar point, such as sequence of tenses, word order, or pronoun
referents;
dictate the story for learners to write;
write the sentences in scrambled order and have students rewrite them, restoring the correct
sequence;
scramble key words and have students unscramble them.

More advanced learners can

use the group-produced text as the basis for individually written texts about the same topic,
about a similar experience, or as a critique of this experience. Then they might read each
others' texts;
revise and edit the texts and prepare them for publication;
read other texts related to the topic;
generate comprehension questions for classmates to answer;
write other types of texts--songs, poems, letters (for example, a letter to the editor), or
directions for how to do something.

In a class with learners at different proficiency levels, the teacher can use the more basic
activities with the learners at lower levels while the more proficient learners work on the more
advanced activities individually or in groups, with less teacher help.
Conclusion
Although the LEA was developed primarily as a tool for reading development, this technique can
be used successfully to develop listening, speaking, and writing as well. This integrated approach
is unique in that it begins with students' individual or shared experiences as a basis for
discussion, writing, and finally reading. As students see their personal experiences transcribed
into the written word, they also gain a greater understanding of the processes of writing and
reading and can make the bridge to reading and writing independently.
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The Language Experience Approach (LEA) is a literacy development method that has long been
used for early reading development with first language learners. It is also perfect for diverse
classrooms. It combines all four language skills: listening, speaking, reading, and writing.
Working on the four language skills side by side aids fluency.
An LEA lesson is centered around a learner-generated text. The rationale behind LEA is that
materials with familiar vocabulary and ideas are more meaningful and accessible than texts
found in pre-prepared books. For teachers wanting to work on reading fluency with emergent
readers, learner-generated texts are ideal.
The following sections describe the steps of an Language Experience Approach lesson.
STEP #1: A Shared Experience3
The LEA process begins with something the class does together, such as a field trip, an
experiment, or some other hands-on activity. If this is not possible, a sequence of pictures (that
tell a story) can be used, as can a student describing a sequence of events from real life.
STEP #2: Creating the Text
Next, the teacher and students, as a group, verbally recreate the shared experience. Students take
turns volunteering information, as in a large-group discussion. The teacher transcribes the
students words on the board in an organized way to create the text.
STEP #3: Read & Revise
The class reads the story aloud and discusses it. The teacher asks if the students want to make
any corrections or additions to the story. Then she marks the changes t4hey suggest and makes
further suggestions, if needed.
STEP #4: Read and Reread
The final story can be read in a choral or echo style, or both. Students can also read in small
groups or pairs, and then individually.
STEP #5: Extension3
This text can be used for a variety of literacy activities like illustrations or creating
comprehension questions.
How can you use this approach in your classroom?
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LEA is a reading/writing activity based on a shared experience. Usually its about something
like a field trip, but in BrainPOP ESL, it can be the shared experience of watching the movie
together. The students retell the story of the movie in their own words. It is then used as a
reading/writing/grammar activity. Motivation is high, since students are reading their own words.

Procedure:
1. After viewing the movie, use the Language Experience Approach to retell the story.
2. Students retell the events of the movie and the teacher writes them down on the board or on
chart paper. Do not correct their mistakes; write the sentences just as they are dictated by the
students.
3. Once the story is complete, read it with the class, eliciting corrections, re-ordering the
sequence, choosing different vocabulary words, etc.
4. The story can be read multiple times.
5. Students can copy the passage into their notebooks
.
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LEA
What is LEA?
Learning Experience Approach is an instructional strategy which allows students to turn their
experiences into a learning opportunity. LEA is a hands on approach of learning to read. The
students must preform an activity which they do not receive instruction from the teacher to
perform this task. After experiencing the activity, the students must explain the activity in a step
by step manner. The teacher facilitating the activity will write down each students comments in
the exact way that the student spoke. This way you are using the students own vocabulary and
way of speaking to practice reading. After writing down all the steps of the activity, the
facilitator needs to help students to formulate more complete sentences. As a class, choral read
these steps together. Get each student to write down this text to practice at home. The students
will be able to relate the steps of the activity to the words that they see on the paper to help with
word recognition.

Why is LEA important?

LEA is a useful activity because this allows students to learn through experience. After the
experience the teacher will be able to teach reading based on a memory. This is a form of
scaffolding which takes information that they have learned and built on that knowledge. LEA is
also useful because the activity can be tailored for any experience that may fit with the theme of
your class.

Benefits of using LEA

LEA is a useful approach because the student experiences the activity for themselves. Also, this
approach uses the childs sentences and words that they created to learn how to read. LEA is an
inquiry approach to learning. It is always beneficial to get the students working hands on. This
makes the students think and look at activities analytically.

Drawbacks of LEA
Using LEA to teach reading does have some drawbacks. Firstly, allowing the students to
experience the activity forces the teacher to stand back and not contribute even if the students
may not be on the correct track. Secondly, the teacher can not prepare the entire lesson because
a lot of the lesson goes off of the students answers. This makes planning difficult.
Process of LEA
1. This is a possible art project. The students will be make leprechaun puppets. I chose this
activity because I thought the students would enjoy it and it is relevant to the time of the year.

Materials:
leprechaun template (one for each student)
paper bag (one for each student)
googly eyes (one pair for each student)
scissors
 markers/pencil crayons
glue
Instructions:
-Give the students each a a leprechaun template to colour. The templates give the students
instruction of what template should be used for which part of the body. Also, their is a guideline
for what colour could be used for which part of the body.

-The students will then cut out all the pieces of their templates and paste these on the paper bag.

This seems to be a fairly easy activity so the students will not need a lot of guidance and
direction to get the project completed.

2. After the activity is complete, teacher needs to have a discussion with the students. This
discussion is basically a step by step instruction that is given by the students.

3. The teacher writes down each step of the activity. This is written exactly how the student
says it should be. Get the student to create complex sentences by asking them questions like
what did you do? Who are you speaking to?

4. The next step is choral reading. The students will read the sentences that they have formed,
out loud.

5. Lastly, the students will write down all of the sentences into a booklet to take home and
continue practicing the words.

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LEA

a. System Description:

The Language Experience Approach, or LEA, includes planned and continuous activities

such as individual- and group-dictated stories, the building of word banks of known words,

creative writing activities, oral reading of prose and poetry by teacher and st udents, directed

readingthinking lessons, the investigation of interests using multiple materials, and

keeping records of student progress (Vacca, 2014). This approach is often used in

conjunction with other literacy instruction methods. The LEA approach focuses on

expanding students language and literacy abilities based on their previous experiences and
in a natural setting for language development. It allows students to learn through experience

and makes literacy instruction meaningful to the individual. Using stories or experiences as

the basis, LEA allows students to make sense of language when communicating about

writing and reading (Vacca, 2014).

b. Intended Audience:

The intended audience of this approach is for students learning to read, including English

Language Learners. Teachers can use this approach with any students by using their

previous knowledge and experiences to build language and literacy around.

c. Grade Level Target:

This approach is intended for use in pre-kindergarten and kindergarten classrooms, although

it can be used in elementary, middle, and secondary classrooms successfully.

d. Area of Reading Target:

The LEA approach is intended for building students vocabulary, developing their reading

comprehension, and studying spelling and phonics patterns with material that was both

interesting and relevant (Vacca, 2014). This approach builds upon all areas of literacy

development.

e. Type of Program:

The LEA program could be effective in a classroom-wide implementation as well as a

targeted approach for specific students. In a pre-kindergarten or kindergarten classroom

with students developing their literacy abilities, the approach would benefit all students. In a

targeted approach for older students learning English or needing additional support, it could

be implemented on a smaller, more specific scale.

f. Evaluation:

The Language Experience Approach is an inquiry-based approach to learning to read that

focuses on children learning through experience. This is an effective method for student

learning because it can be individualized based on the student and is meaningful for students

as it is based on their personal experiences. Getting students to think about authentic

experiences is an excellent way for young students to learn, although it can require

flexibility on the part of the teacher to implement. This system is effective at allowing

students to learn reading through their own thoughts and experiences.

CREATE