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

Suggests ways to create dramatic play environments in which children can have experiences with all the language arts. (DD)

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

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)

Examines ways in which the varying degrees of distance that occur in drama may help children to engage in more abstract levels of thought and language. (HTH)

Discusses the role of language in drama in education. Examines the levels at which drama can enhance learning and understanding of language: social, symbolic, and reflective. (HTH)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

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

Discusses recent research highlighting both the child's growth as a reflective language user and the school's capacity to enhance or hamper that growth. The research is concerned with the need for children eventually to use language in decontextualized ways, without the supporting context of visible or manipulable objects or actions. (HTH)

Presents an interview with Roger Fransecky, who has worked in the field of children's mass visual media, especially television, and who advocates inclusion of visual, electronic media in school language programs. (HTH)

Uses several anecdotal accounts to illustrate principles of linguistic and cognitive development, and then applies these principles to classroom strategies for teaching reading. (DD)

Notes how the current emphasis on language instruction perpetuates the dominant culture. Explores the meanings first-grade children take from their oral language learning experiences and considers possible implications of those meanings and of the resistance shown by students to this production and reproduction of culture. (HTH)

British drama instructor discusses how drama provides a sense of immediacy to subjects or stories and to the discovery process of learning. She also discusses how the dialectic aspects of drama aids in children's language development. (HTH)

Raises four objections to a program of oral drills in standard English for children who speak black dialect. (HTH)

Examines materials in the ERIC database that deal with the use of creative drama as a language arts teaching tool. Discusses the nature of creative drama and activities for the classroom. (HTH)