Key Words: Instructional Strategies, Language, K-12
With the language experience approach "the use of whole language is emphasized. The child dictates sentences or stories; therefore,all three cue systems of language-the graphophonic, the semantic, and the syntactics-are all incorporated in meaningful, connected discourse" (p.271).
"Reading materials are created primarily by the students themselves... and meaning can be constructed through print as well as through signed or spoken language" (p.271).
"...as the learner dictates the stories, he or she finds it easy to construct a meaning for the materials because the experiences are his or her own and not far removed from everyday life" (p.271).
"...individual dictation is a far more effective and appropriate procedure for hearing-impaired students" (p.272).
This individualized LEA allows for a strong emotional tie since the child chooses the words he or she wishes to know ...and the face-to-face social interaction at a close range is good for the students (p.272).
"Not only do the children use their own experiences and their own language as they choose what to say about the topic, but they also have an opportunity to see how the message is being written by the teacher" (p.273).
"Because the child is the author and therefore has a greater investment in the language-experience, he or she will be anxious to share stories with classmates" (p.273).
Ewoldt, C.; Hammermeister, F. the language-experience approach to facilitating reading and writing for hearing-impaired students. American Annals of the Deaf. October 1996.
Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major