LEA to Classroom Organization The Basic Techniques of LEA

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a. LEA to Classroom Organization

LEA to reading takes its direction from the experiences of individual students. This means a reading class instructions centers on students’ interests and participation. There will be a great deal of sharing, discussion, listening, telling, dictating, and “reading back” of the written material. The teacher modifies the classroom setting to become, for example, meeting places, teamwork positions, private reading positions, and private reading spots. Basically, LEA has three specific features that differ from those of Basal Reader Approach Searfoss and Readence, 1985: 114. The first feature is “child initiated”. It means the students tell story from their experiences. At the second feature called self- selected and child-paced, the students determine how fast instruction will go, which topic will be discussed, and which activities will be used to reinforce learning. At the last feature called child-language-based, the students use their own vocabulary to describe their experiences.

b. The Basic Techniques of LEA

The original techniques of LEA cover five steps Searfoss and Readance, 1985: 119-120. They are: Step 1: Getting Started The teacher encourages the students to have discussion on the topic for dictation by asking their recent experience. Oral language skills are developed and reinforced. 21 Step 2: Writing the Story or Message The teacher constructs the basic reading materials by recording the student’s dictation story exactly the way they say. Step 3: Reading the Story or Message The students read the story several times, with the teacher’s help if needed, until the story has become comprehended. Step 4: Independent Activity At this step the teacher helps the students make correction in grammar and wording. Then, the students improve reading skills through activities related to the story. Step 5: Reviewing The teacher provides opportunities for later enforcement. He should review the story with the students. The students develop confidence and skill with the reading process as they read other students’ stories. They can store words they want to learn and are having difficulty with to form a word bank.

c. The Adaptation of LEA