User talk:Gcollymore

Language Experience Approach (LEA)
Some of the components of the language experience approach were used in the 1920’s; this comprehension strategy is now been recognized and more widely used for the past thirty years. This reading strategy uses the students’ existing language and prior experiences to develop reading, writing and listening skills. Roach Van Allen who is a well-known advocate for LEA first described his approach in the 1960’s; he indicated how this strategy could create a natural bridge between spoken language and written language by stating; “What I can say, I can write What I can write, I can read I can read what I write and what other people can write for me to read.” This strategy is very effective as it emphasizes the relationship between thought, oral language, and reading. LEA uses the student’s own language and prior experiences which ensures familiarity with the content and vocabulary used in the reading activities. In other words LEA facilitates a bridge between the learner and print.

Using LEA
In an ideal situation the teacher should provide some type of common experience that will inspire students to express their thoughts utilizing any prior experience they might had 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 and this is a task that should not be taken lightly. The language experience strategy can be used to teach reading and comprehension to English Speaker of Other Language (ESOL) and students with special needs. LEA can be used when working small group of students or with individual students. It is important that when using this strategy the teacher must record exactly what the student contributes without correcting grammar; however, the spelling should be correct and not written in the student’s dialect.

How does LEA works
The student dictates to the teacher his/her understanding of a particular topic selected by the teacher. 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.

Suggested Further Reading
Allen, R. V.(1976). Language experiences in communication. Boston: Houghton-Mifflin. Tierney, R. J., Readence, J., & Dishner, E. (1995). Reading Strategies and practices. Boston: Allyn & Bacon.