Children learn to communicate and to form concepts through playing with their toys. Objects that require a great deal of verbal activity on the part of the child, such as dolls that do not talk, will contribute greatly to his language development. (CK)

A report by the Educational Resources Information Center of the National Council of Teachers of English. (RD)

Describes a process for determining the goals and objectives of a curriculum through dialog and consensus decision making. This process creates a more valid curriculum document and establishes a communications network among educators. (SK)

Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)

Shows teachers who use language experience activities in their classrooms how to use microcomputers efficiently to increase students' reading and writing experiences. (RL)

Presented is a journalism primer, with activities designed to get elementary school students involved in all journalistic processes--observing, interviewing, recording, planning, and writing the final product. Journalism terms are defined. (KC)

Discusses procedures for selecting literature reflecting the subtopics of a specific theme. (HTH)

Emphasizes the seriousness of language play, especially when it is used in classrooms that contain students with learning disabilities. (RL)

Describes three approaches to language arts instruction--student centered/integrated, content centered/segmented, and a combination of these two--and examines the strong and weak points of each. (HTH)

Describes an elementary school program that uses Latin to enrich students' learning in literature, language, and writing. (HTH)

Describes the use of six children's poems by the poet Shel Silverstein to encourage children to read. (HTH)

Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)

The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered LD. For related information see EC 132 758-768. (Author)