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

Children should be exposed to a rich linguistic environment, but language learning tasks cannot and should not be optimally ordered. (DD)

Encourages teachers to evaluate the appropriateness of language activities in the light of the language competencies children possess. (DD)

Discusses evidence that children's drawings and sketches are a part of their writing process and that stress on speaking and writing is superior to stress on reading and listening in sponsoring verbal growth. (DD)

Examines the linguistic experimentation of children in three different age groups by means of their use of word games. (HTH)

Recalls childhood experiences which influenced the author in becoming a writer and a teacher. Explores the symbolic power humans wield with language, which extends from a single word to a phrase to a whole story. (MG)

Discusses (1) the possibility of children developing meaningful lives, (2) literature as a way of understanding children's lives, and (3) the importance of understanding children's consciousness and how this might be done. (SRT)

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)

Language delayed children need systematic instruction, experience with a range of language functions, and opportunities for spontaneous speech. (DD)

Describes Joan Tough's research into the uses of language by middle-class mothers and their children in English society and presents the classification system for child language developed by Tough. (DD)

Describes the Milwaukee Multimedia Home Education Project, which helps parents assist preschool children to acquire learning and language skills. (DD)

Uses both the findings of formal research studies and the observations of sensitive teachers to illustrate the power of language for helping children gain control over, and put their mark upon, their surroundings. (HTH)

Urges teachers to leave an expressive domain for the young child's writing, in which the audience is the young child. (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)

Presents three basic tenets of the language across the curriculum philosophy: that language develops primarily through its purposeful use, that learning often involves and occurs through talking and writing, and that language use contributes to cognitive development. Discusses important practical implications these principles have for effective…