Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Describes how to use wordless picture books to develop reading readiness and language competence. (MKM)

Concludes that choral reading poetry is a good small-group, or even whole class approach, to building oral reading fluency in terms of both theoretical support and feasibility in classroom teaching situations. (FL)

Noting that too many children leave elementary school without developing the ability to use words imaginatively, this paper presents a teaching approach that uses literature to foster invention in children's writing. The approach described is part of a total composition program that structures writing experiences in which children observe…

Argues that rather than using a spelling series and treating spelling as a subject separate from the other language arts, teachers should use a program that begins with encouraging invented spelling and moves to the use of high frequency word lists and spelling by meaning. (FL)

Explores some of the story concepts evident in children's story retellings and story writings. (FL)

Describing what children at the preoperational stage know about writing, spelling, and words, the authors make specific recommendations for ways language arts teachers can build instruction that is based on this knowledge. (SK)

Suggests practical ways of teaching functional communication on the elementary level. This approach provided opportunities for students to practice communication skills in exercise settings. Recommends a sequence of activities for teachers: observe patterns of child communication, isolate communication functions, design instructional objectives,…

Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

The purpose of this two section, five-part monograph is to help teachers plan and organize instruction so that objectives of language learning may be met as part of technology activities. Its intended audiences are elementary teachers, elementary language arts consultants, technology teachers who work in a team with elementary teachers, and…

Provides a look at primary grade children's abilities, inabilities, and requirements to use phonics as a beginning reading strategy and suggests a model that facilitates children's application of phonics while reading. (FL)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Presents examples of young children using written language. Shows teachers and parents what they can learn from children's developing sense of written language. Suggests activities by which parents and teachers can spur child language development. (RL)