Defines language awareness, examines shifts in meaning which words undergo, and discusses how this topic can be applied in education. (DD)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

Describes a language arts project which used students' own first names as the project theme. (DD)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Describes ERIC resources that present research on children's language usage and development and that suggest activities for the promotion of language development. (ET)

Presents a perspective on the system of language levels and logical operations that effective language users employ. Offers a rational for teaching this language system. Suggests activities for "moving language around" to help students develop concepts about language structures. (RL)

Discusses the art of riddling and its potential contribution to the elementary school language arts program, including a description of stages of riddling competence of children in the five-to-11 year age range and an examination of riddling efforts gathered from two classrooms. (HTH)

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)

Discusses the positive effects of storytelling in the classroom and techniques for teaching children the art of storytelling. (HTH)

Uses materials from the ERIC system to suggest ideas for a more imaginative use of language in the classroom and provides examples of how to accomplish this. (DD)

Examines the techniques used by Anne Sullivan in helping Helen Keller to overcome her learning difficulties. (DD)

Explores the patterns in children's talk about their writing, by means of transcribed conversations during daily writing/sharing sessions in a first grade classroom. Discusses the importance of this kind of talk. (HTH)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

Discusses a model for teaching reading and writing in which skilled language users provide support for new language activities in context. Gives examples of typical classroom activities that provide too little or too much support for natural language growth and of activities with a balanced instructional "scaffolding." (HTH)

Gives practical suggestions for elementary school teachers with non-English speaking students. Initial survival language and peer tutoring models for promoting language development are the focus of these suggestions. (HTH)