1.

Reference:
The language-experience approach to the teaching of reading. Russell G Stauffer Harper &
Row, Publishers, Inc., 49 East 33rd St., New York, NY 10016, 1970
https://eric.ed.gov/?id=ED040025

A practical and detailed account of how the language-experience approach to reading instruction
functions is presented. The importance of the bond between thought, word, and deed and
reading, writing, and school learning is emphasized, The included chapters describe the function
of dictated experience stories, building a word bank, creative writing, the library, group
instruction by directed reading-thinking activities, individualized directed reading-thinking
activities, word recognition, instruction in grade 2 and beyond, and special uses of the language-
experience approach. Appended are (1) science activities to motivate language experiences, (2)
summaries of four USOE-sponsored studies comparing achievement of language-arts and basic-
reader groups,(3) an informal spelling inventory, and (4) book-list sources. Bibliographies are
included for each chapter. (Author/CM)

2. Reference:
The reading process: A phenomenological approach Wolfgang Iser
https://www.jstor.org/stable/468316

New literary history 3 (2), 279-299, 1972 idea that, in considering a literary work, one must take
into account not only the actual text but also, and in equal measure, the actions involved in
responding to that text. Thus Roman Ingarden confronts the structure of the literary text with the
ways in which it can be konkretisiert (realized).'The text as such offers different" schematised
views" 'through which the subject matter of the work can come to light, but the actual bringing to
light is an action of Konkretisation. If this is so, then the literary work has two poles, which we
might call the artistic and the aesthetic: the artistic refers to the text created by the author, and the
aesthetic to the realization accomplished by the reader. From this polarity it follows that the
literary work cannot be completely identical with the text, or with the realization of the text, but
in fact must lie halfway between the two. The work is more than the text, for the text only takes
on life when it is realized, and further-more the realization is by no means independent of the
individual disposition of the reader-though this in turn is acted upon by the different patterns of
the text. The convergence of text and reader brings the literary work into existence, and this
convergence can never be precisely pinpointed, but must always remain virtual, as it is not to be
identified either with the reality of the text or with the individual disposition of the reader. i Cf.
Roman Ingarden, Vom Erkennen des literarischen Kunstwerks (Tiibingen, 1968), pp. 49 ff.
 3. Reference:
Teaching decoding for generalization using the nonverbal reading approach Kathryn
Wolff Heller, Laura D Fredrick, Jennifer Tumlin, Debbie G Brineman Journal of
Developmental and Physical Disabilities 14 (1), 19-35, 2002
https://link.springer.com/article/10.1023/A:1013559612238

The purpose of this study was to examine the effectiveness of teaching students with severe
speech and physical impairments to decode words using the Nonverbal Reading Approach
(NRA), and to determine if the students would generalize the decoding skills to unknown words
with similar phoneme sequences. A multiple baseline probe design was used across 3 students.
Results indicate that the NRA's use of internal speech, diagnostic distractor arrays, and error
analysis was an effective means of teaching the students to decode targeted words. Use of these
decoding skills generalized to unknown words with little or no additional instruction.

4. Reference:
Effects of repeated reading and listening-while-reading on reading fluency Timothy V
Rasinski The Journal of Educational Research 83 (3), 147-151, 1990
https://www.tandfonline.com/doi/abs/10.1080/00220671.1990.10885946

The development of reading fluency is an important goal of reading instruction. Two approaches
that are effective in fostering fluency are the methods of repeated reading and reading-while-
listening. In this study, the effectiveness of the two approaches in promoting fluency for third-
grade students was compared. Subjects practiced reading one passage independently and another
passage while listening to a fluent oral rendition. Each treatment consisted of a pretest, two
practice sessions, and a posttest. Both approaches resulted in significant gains in reading speed
and word recognition accuracy. However, no significant differences between methods were
detected. Implications for classroom reading instruction are discussed.
5. Reference:
Self-selected reading for enjoyment as a college developmental reading approach Eric J
Paulson Journal of College Reading and Learning 36 (2), 51-58, 2006
https://www.tandfonline.com/doi/abs/10.1080/10790195.2006.10850187?journalCode=ucrl20
The field of college developmental reading does not have a unified, agreed upon approach to
creating effective and efficient readers at the college level, as Reynolds and Werner (2003) have
pointed out. For example, Keefe and Meyer (l 991) assert the appropriateness of holistic, whole-
language approach for adult readers, while Bohr (2003) maintained that a constructivist approach
can confuse college readers. Despite college developmental educators calling for learner-
centered approaches like reader response (eg, Chamblee, 2003), a direct instruction, skills-based
approach has a solid foothold in college developmental reading programs. The influence of the
latter is evident in even the most cursory glance at many college reading textbooks, which show
a focus on word-level skill building, with exercises that emphasize analyzing the roots of words
and defining and memorizing vocabulary items. When text excerpts longer than a paragraph are
provided in these textbooks, they are often followed by discrete point questions about factual,
objective aspects of the text. If we accept that to an extent, textbooks reflect the type ofteaching
going on in the classroom (Wood, 2003), then college developmental reading practice is often
typified by a focus on word-attack strategies and discrete skill building. In addition, college
developmental reading is often seen as consisting of content-area textbook reading and study
assistance-a way to" get students through" their other college courses. In some contexts, a focus
on skill building can be beneficial for many aspects of students' academic lives given an
appropriate metacognitive, strategy-construction approach. However, I propose that if we
identify an important goal of developmental reading programs for college readers as providing a
foundation for life-long