This paper uses examples of the writing of profoundly hearing-impaired high school students and transcripts of teacher-student dialog to illustrate the evolution of thought in student writing. The development of a language arts curriculum that permitted students to explore, expand, and experience literary events is also described. (JDD)

Addressing major themes of the commission's "Open Letter to the American People," this article discusses reading and writing skills development, and the cognitive skills involved in these processes. An effective teaching method, the Language Experience Approach based on aural/oral language with reading and writing combined, is detailed. (MBR)

Describes the effect of a language-rich program on a student repeating first grade and viewed as reading disabled. Concludes that the student experienced early and sustained success in reading and writing in the language- and meaning-centered program. (RS)