Literature-Based Instruction is a reading strategy that encompasses the readers interests,

and takes into consideration their individual differences and abilities. This reading strategy is a
major approach to reading that encourages students to select their own trade books, with the
sessions followed by teacher-student conferences, at which students may be asked to read aloud
from their selections; used by teachers who want to provide for individual student differences in
reading abilities while focusing on meaning, interest, and enjoyment., (Jo Anne L. Vacca, 2010).
The Daily 5 is one method of incorporating Literature-Based Instruction in the classroom.
This method, as named, is a series of 5 daily tasks that students participate in. These tasks are;
1. Read to Self, 2. Read to Someone, 3. Work on Writing, 4. Listen to Reading, and 5. Word
Work, (St. Martins School, 2016). The goal is to foster independent readers. The Daily 5 allows
students to work independently, addressing their individual reading goals, thus allowing for
differentiated instruction in the classroom. The Daily 5 is one Literature-Based Reading Strategy,
which aligns with Common Core State Standards. Literature-Based reading involves using
materials that the students are interested in; childrens literature, both fictional and factual,
because literacy begins in hearts, not heads; children who have never thrilled to hearing or
speaking words will remain indifferent to reading them. (Sloan, 2016).
The intended audience for Literature-Based Instruction is all students who are developing
their reading skills; grade levels can include Kindergarten students, is used primarily in the upper
elementary grades, and is appropriate through middle school. These students can choose their
reading materials, often novels, and are able to complete a variety of writing tasks to enhance
their learning. Since students will choose reading materials based on their reading levels and
interests, the intended audience is all students who are in the classroom. This reading approach
targets comprehension. Students read books at their own skill level, and conference with their

classmates and teachers about what they have read. This type of program seems to be both
targeted and whole school. It is certainly whole classroom. Because the system is so
individualized, it targets each readers needs, while also addressing the needs of the whole
classroom. This approach most closely resembles interactive and top-down theory.
Literature-based instruction is valuable. Students learn when they are engaged in what
they are learning. When students have choices in their reading materials, and the reading
materials are relevant to them, they will become immersed in the process, thus they are learning
the reading skills that we are aiming for. Students are asked to read independently, and then share
their experiences with their teachers and classmates. While this process is guided by the teachers,
it is student directed. Teachers can guide question asking, and facilitate communication that
promotes higher order thinking, based on the stories the children have read.
The Language-Experience Approach is a major approach to reading, located on the
holistic side of the instructional continuum, tied closely to interactive or top-down theory. Often
considered a beginning reading approach, connections between reading and writing are
becoming more prevalent in classrooms, (Jo Anne L. Vacca, 2010). This reading approach is
most often used in pre-Kindergarten and Kindergarten classrooms, though it is certainly an
appropriate approach to use throughout all grades. The target audience will be students who are
developing their reading skills. This reading strategy is beneficial in meeting the needs of
English language learners, (Jo Anne L. Vacca, 2010).
The Language-Experience Approach utilizes students experiences as a starting point. The
teacher will record the dictated story, and use that as a basis for reading instruction. Once the
experiences have been recorded, teachers can plan activities such as individual- and groupdictated stories, the building of word banks of known words, creative writing activities, oral

reading of prose and poetry by teacher and students, directed reading-thinking lessons, the
investigation of interests using multiple materials, and keeping records of student progress, (Jo
Anne L. Vacca, 2010). This approach targets both vocabulary development, as well as
comprehension. This method helps communicate their experiences, thus making sense of
language, which is also critical to reading development. This approach targets both the individual
reader, as well as the classroom, and allows students to practice their oral language. The main
feature of a language-experience approach is that it embraces the natural language of children
and uses their background experiences as the basis for learning to read, (Jo Anne L. Vacca,
2010)
In contrast to the Literature-Based Approach, the Language-Experience Approach is more
teacher-led than student-led, though it is still driven by students topics of choice. Also in
contrast, LEA seems more data friendly, and creates a more data driven environment. This data,
however, can be used to drive a Literature-Based Approach, because it would be more evident
where each of the students strengths and challenges lie. LEA is being supported with technology
in the classroom. An aspect of LEA that I appreciate is the ability to incorporate technology into
classroom activities. Incorporating technology, using software programs, can provide for more
concise differentiated instruction, and could include students with disabilities; truly targeted all
students within the classroom community.

Works Cited
(2016, November 1). Retrieved from St. Martins School:
http://www.stmartinsmd.org/uploads/2/4/7/3/24730953/daily_5_di_academy.p
df
Jo Anne L. Vacca, R. T. (2010). Reading and Learning to Read. Boston : Pearson.
Sloan, G. (2016, November 1). Retrieved from
http://files.eric.ed.gov/fulltext/ED379687.pdf