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ERIC Number: ED284174
Record Type: Non-Journal
Publication Date: 1987-May
Pages: 14
Abstractor: N/A
Reference Count: N/A
Four Longitudinal Studies of the Starter Approach, a Beginning Reading Strategy for Nonreaders.
Foley, Christy L.
To highlight the versatility of the Starter Approach to reading, a one-on-one beginning reading strategy for use with a nonreader of any age, this document describes the approach in detail and then briefly describes four longitudinal studies that used it. The introduction notes that the procedure combines successful components of popular, innovative reading strategies such as the language experience approach, echo reading, and repeated readings in a multi-modality reading technique. The next section outlines the six-step Starter Approach, which proceeds in the following sequence: (1) the student dictates a story to a teacher or literacy volunteer; (2) the teacher reads the student text aloud, tracking while the student listens and follows along; (3) the teacher and the student orally read the text together; (4) the student reads the text orally; (5) sight words from the student text which are recognized in isolation are filed in a word bank; (6) the teacher and student review previous stories and word bank terms. The next section of the document discusses transfer from dictated language experience stories to published reading materials, showing how steps 2-4 of the Starter Approach can be adopted to these readings. The document's final section describes the results of applying the Starter Approach in four diverse instructional settings; first, with a fourth grade nonreader; second, with a kindergarten class; third, with an adult nonreader; and fourth, with a second grade nonreader. The conclusion reiterates the strengths of the approach: unison oral reading, use of repeated reading, emphasis on building a strong sight word vocabulary, and ease of implementation. (SKC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A