The Language Experience Approach and the Science of Literacy Instruction - by Elaine Traynelis Yurek & Mary Winifred Strong (Hardcover)

About the Book

This book considers Russell Stauffer's Language Experience Approach (LEA), an approach that must be judged by its impact on student learning and not on the age of conception. The nature of wholistic teaching in early childhood and beyond is explored, and developmental maturation for the different language tasks are explained.

Book Synopsis

This book considers Russell Stauffer's Language Experience Approach (LEA), an approach that must be judged by its impact on student learning and not on the age of conception. The nature of wholistic teaching in early childhood and beyond is explored, and developmental maturation for the different language tasks are explained.

Review Quotes

"Elaine Traynelis Yurek and Mary Winifred Strong provide a comprehensive argument for implementing the language experience approach for developing students' literacy capabilities. They revisit early ground-breaking research and examine current research that demonstrates the impact of literacy instruction that is grounded in students' language, experiential histories, and capabilities. Rich contexts for learning are at the center of their instructional recommendations." -Victoria J. Risko, EdD, Professor Emerita, Vanderbilt University, USA.

"It is a great summary of various strategies to teach reading to both typical and neurotypical readers. It is hard to find accurate information on so many varied approaches in one text. The power of a student's own language should not be ignored. This is a resource every teacher of reading should have on their shelves!" -Nancy Foy, Head of School, The New Community School, USA.

About the Author

Dr. Elaine Traynelis Yurek has a strong research background in the areas of literacy, learning disabilities, emotional disturbance, and attention deficit disorders. She has presented and published extensively in these areas.

Dr. Mary Winifred Strong has published over 30 articles on reading methodology in state, national, and international journals and proceedings; written several book chapters in literacy and international proceedings; and coauthored a textbook on literacy coaching.