Abstract

This article reviews the historical foundations of the Language-Experience Approach (LEA), discusses some ways the approach is currently used in hearing-impaired classrooms, and describes procedures for using an individualized LEA with hearing-impaired students. Examples are taken from a study of young deaf readers, and a checklist for teachers is provided of behaviors that may be observed while students are participating in an LEA event.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 271-274
Launched on MUSE
2013-04-22
Open Access
No
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