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)

Describes how a comparison chart may be used by children in grades three through six to record and organize information from several sources for student reports. (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)

Suggests ways to involve children in recording examples of folklore such as superstitions, folk remedies, proverbs, and games. (DD)

Presents the findings of a questionnaire survey of 100 American colleges and universities regarding language arts methods courses and topics. (DD)

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

Compares two film adaptations of Robert McCloskey's "Homer Price," concluding that the Weston Woods' version, "The Doughnuts," is valuable for use in the language arts program. (DD)

Uses anecdotes to illustrate suggestions on how to involve reluctant learners in the study of English. (DD)

"Ready...and...tiptoe!" Creative movement adds style and structure to classroom learning. (Editor)

A fictitious festivity features nouns, adjectives and verbs as the guests of honor. (Editor)

A sequential program in listening is just as important as a sequential program in reading. (DD)

Language arts and science activities are combined in a program based on the adventures of an imaginary character. (DD)

One typewriter or many--a typing program delights students and helps improve language skills. (Editor)