By relating research on cognition, child development, and teaching, the author describes the theoretical background of the language experience approach to teaching reading. The close relationship between spoken language and reading and writing skills is discussed. The author lists and describes specific practices for teaching and learning in a language experience program including dictation, word banks, word recognition skills, creative writing, library usage, curriculum usage, and record keeping. Emphasized in the paper are (1) the interrelationship between reading and other communication and learning skills and (2) the importance of affective, social, intellectual, and individual factors on the reading process. References are included. (AL)