Defends the inclusion of storytelling in the language curriculum and suggests techniques for effective storytelling. (DD)

Reflects on the author's school years early in the century and her teaching career, parallel to NCTE's first 75 years, and her work within the Council. (HTH)

An article first printed in "Elementary English" in September 1953 which reviews language acquisition and development in children. (DD)

Reports on observations of classrooms serving Native American students and offers conclusions concerning the type of classroom setting and language arts program most likely to optimize the linguistic development of the students. (DD)

Presents an interview with Bernice E. Cullinan. Notes that she has been named the Outstanding Educator in the Language Arts for 2003. Notes that the recipients of this award are selected by members of the Elementary Section Steering Committee of the National Council of Teachers of English. Talks about who she is and what she feels she has…

An interview with poet David McCord regarding children's poetry and ways of teaching it. (DD)

Suggests approaches to the teaching of figures of speech. (DD)

School libraries might be emptied if anyone who objected to a book could remove it from the shelves. (DD)

Describes how two fifth-grade classes and one third-grade class used peer groups to respond to students' writing. (DD)

Reviews resources from the ERIC system on death and dying which will be useful to the language arts teacher. (DD)

Alvina Treut Burrows, Kellogg W. Hunt, Richard Lloyd-Jones, and Charles Read comment on significant developments in writing during the 1970s, hopes for the 1980s, and important references dealing with teaching children to write. (DD)

Jeanne S. Chall, Roger Farr, John C. Manning, Robert B. Ruddell, Russell G. Stauffer, Dorothy S. Strickland, and Richard L. Venezky comment on significant developments in reading during the 1970s, hopes for the 1980s, and important references dealing with teaching children to read. (DD)

Demonstrates a way to encourage students to take risks in their writing. (SR)

Argues that elementary language-arts teachers should expand their definition of "text" to include film, a valuable instructional material. Notes that today's elementary students come to class with a great deal of knowledge about films--prior experiences which teachers can tap into. Discusses the application to film of reader-response theories. (SR)