The article illustrates how basic skills in penmanship, spelling, and grammar can be learned while simultaneouly developing rapport between disabled writers and their instructors. (SW)

Presents background and directions for an elementary-level activity combining art and language in which students study verbs and animation techniques. To understand how verbs suggest the passage of time, students visualize action sequences. (AM)

Argues that research is not only a product and a process but an attitude and suggests that the attitude of ethnography stresses that good teachers should act like good researchers and good researchers should act like good teachers. (JL)

Describes an arts unit on music and poetry for upper elementary classes which covers tone color, dynamics, register, tempo, form, and enunciation. Students read poems, write and record their own poems, and listen to poetry readings. The unit concludes with a choral speaking experience. (AM)

Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

The authors contrast the views of those who advocate a back-to-basics approach to language arts education with research findings on language arts basics. The authors are critical of the former, product centered approach which stresses conformity. Research supports an approach which is student centered. (Author/RD)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Relates a teacher's childhood experiences with poetry and her views of the value poetry has in the language arts curriculum. (HTH)

Reviews materials in the ERIC system dealing with teachers' questioning behaviors. (HTH)

Bilingual parents can help the teacher in developing culture-related reading activities and with students' emotional adjustments. They can help the librarian in reading and language arts related activities. At home, they can give children the confidence and reassurance needed to learn successfully in a different language environment. (NQ)

Describes a program of oral interpretation of poetry for children as a springboard into the language arts program. Describes the poetic nature of children, acknowledges rhythm as an important component of spoken language and poetry, and suggests possibilities for bringing children and poetry together through rhythmical experiences. (JMF)

Responds to a report by the Commission of the Humanities that concluded the humanities need rethinking as much as support, explores the ways that teaching methods have jeopardized humanistic education. (HTH)

Argues that language arts teachers need to guide pupils in developing good handwriting so that they may communicate content to others. Offers six principles of teaching and learning good handwriting. (FL)

Describes draw-on filmmaking as an exciting way to introduce children to the plastic, fluid nature of the film medium, to develop their appreciation and understanding of divergent cinematic techniques and themes, and to invite them into the dream world of filmmaking without the need for a camera. (AEA)

Presents a selection of language arts ideas related to the presidential election campaign. Activities cover critical listening, role playing, vocabulary development, reading, oral speaking, and writing. (SJL)