Using the language experience approach as a part of differentiated literacy instruction

This study examined the effectiveness of the Language Experience Approach (LEA) as a part of differentiated literacy instruction for teen and adult English as a Foreign Language (EFL) students in a community education classroom in Prague, Czech Republic. Eight teens and adults with varying educational backgrounds and levels of readiness participated in this 12 week study. A teaching journal, questionnaire, pre-assessment, and post-tests provided information on students\u27 educational backgrounds, levels of readiness, and English decoding and comprehension achievements after receiving instruction through LEA, while differentiation occurred through grouping by readiness levels, content, process, and product. Results of this study suggest that LEA instruction can be used effectively as a part of differentiated literacy instruction for a group of adult EFL students with a wide range of proficiency levels