This article reviews the benefits of horticulture as a training tool for the retarded and offers suggested means of expanding horticulture learning experiences to the retarded child in a prevocational setting. (CT)

In an interview, designer and filmmaker Saul Bass discusses the nature of creativity and the creative process and his work in the visual arts and their implications for education. (HTH)

Describes a teaching unit on portmanteau words, such as "smog" and "petrodollars," which are created by truncating two words. (SJL)

Discusses ways to implement drama activities within language arts, social studies, and other subject areas. (Author/MP)

Presents an interview with Roger Fransecky, who has worked in the field of children's mass visual media, especially television, and who advocates inclusion of visual, electronic media in school language programs. (HTH)

Describes a program of language arts skills for students in grades five through seven, which focuses on word knowledge, comprehension, research and library skills, critical thinking, and oral and silent reading skills, while moving the students toward the independence to freely use these skills for their own purposes. (HTH)

Describes a set of tools (called Story Maker, Pre-Fab Story Maker, and Story Maker Maker) for teaching creative writing that takes advantage of the potential power of the social situation in the classroom, focuses on higher-level structures in text, and integrates reading and writing in school. (AEA)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

This article explains the components of the reading box and trading program wherein each student creates an activity box based on books. The boxes contain books, comprehension folders, and games and activities for developing language arts, reading and thinking skills. (KC)

Presents examples of new approaches and materials for using television in educational settings. (RL)

Classroom observation of reading and social studies instruction shows that little attention is given to teaching comprehension. Teachers are mentioners, assignment-givers, and interrogators. (Author/MLF)

Stereotypes and bias exist in literature, as in real life. Rather than protecting students from bias, teachers must prepare students to recognize and resist it. (Author)

The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)

Discusses the positive effects of storytelling in the classroom and techniques for teaching children the art of storytelling. (HTH)

Contains a bibliography of reference books and a checklist of suggestions that focus on professional growth and on the creation of a more student-centered approach to the teaching of English in the 80s. (DD)