Points out the reduction or elimination of speech instruction in secondary schools due to the return to "basics" and argues that teachers must justify speech instruction and respond to issues of accountability inherent in the "back to basics" movement. (MH)

The arts are basic to the very essence of the English language arts. (DD)

A bibliography of children's books dealing with such subjects as the history of language, foreign languages, names, the alphabet, and non-verbal communication. (DD)

Children will write well only when they speak in their own voices about their own concerns. (DD)

Presents the value of stories, especially fairy tales, as ways of both tutoring and expressing the imaginative and intuitive side of the personality. (DD)

Suggests ways that preservice and inservice training might help language arts teachers develop teaching strategies which rely on questions to involve children in purposeful verbal activity. (DD)

Presents the conditions necessary to stimulate creative writing in school classrooms. (AA)

Discusses some of the best current books dealing with handicapped children. (DD)

Practicing dictionary skills helps kids discover something old, something new and something borrowed about our language's history. (Editor)

Contains five lists of objects beginning with the letters "A" through "Z" which provide examples of ways to stimulate all five of a child's senses. (DD)

A week-by-week readiness program for preschool and early primary children. (Editor)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Presents ten categories which illustrate the range of the uses of language, and discusses implications for instruction. (DD)

Suggests that values clarifying procedures implemented within the language arts program can improve children's self-image and their attitude toward reading and other language arts skills. Gives examples of values strategies. (JM)