Suggests that schools implementing a literature-based, holistic language arts philosophy must be ready to support it with inservice education. Describes program design, procedures to engage teacher interest, and inservice sessions that were part of a suburban Cleveland, Ohio school's program. Concludes that, if done properly, such programs enrich…

Explains how a teacher teaches to some of her students via television, how it has developed as a medium in a particular school, some of its distinct advantages, and some of the concerns with it. Gives a detailed picture of how the hardware affects the classroom situation. (TB)

Discusses innovative recent uses of CD ROM "multimedia books" and their implications for the "reading" experience. (SR)

Challenges traditional assumptions about the language arts curriculum. Suggests three alternative goals for language arts programs. Notes that these goals are designed to promote equity as espoused by the Jeffersonian ideal--teaching language and literacy in such a way that all people have an equal voice in a democracy. (RS)

Discusses the use of the curriculum package "Econ and Me" in teaching primary school children about economics. Explains that the program incorporates mathematics instruction and promotes language arts skills. Describes research indicating that primary school children's economics knowledge can improve through the use of "Econ and…

Argues that teachers must find ways to create a nurturing environment where feelings of self-worth are fostered and where intellectual curiosity and enjoyment of learning are developed. Contends that reading and writing should be taught in a way that fosters the development of autonomy in children. (MDM)

Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Describes beginning a unit on Shakespeare and his play "Henry V" by showing and discussing in class an episode from the television program "Star Trek: The Next Generation" called "The Defector," which opens with a scene from Henry V and makes allusions to the play throughout the episode. (SR)

Presents a synthesis of the responses of 13 researchers in the field of language and literacy to the theme of this issue. Discusses the varying perspectives on literature-based instruction, the effect of language empowerment, language knowledge and reading/writing achievement, social context and cognition, and technology and education. Notes the…

A language arts teacher of junior high students with deafness or hearing impairments familiarized her students with "Romeo and Juliet" by telling the story in speech and signs, exploring the characters's personalities, reviewing vocabulary, putting the characters into contemporary situations, and directing the students in a full-scale…

Describes a performance assessment which accompanies an integrated curriculum for the third and fifth grades in two schools and is designed to reflect a wide spectrum of literacy processes that appear in an integrated curriculum. Follows two third-grade students as they perform each of the tasks. (SR)

Provides information useful to educators who are rethinking their current approach to assessment and identifies characteristics of each assessment that seem particularly noteworthy. Concludes by raising a number of questions that should be considered before deciding whether or not to use these new performance-based assessments. (MG)

Recounts the history of Pennsylvania's attempts to invoke large-scale changes in language-related instructional curricula. Discerns patterns among school districts in terms of literacy instruction as well as in factors that seem to be associated with successful change processes. (RS)

Presents a case study of a sixth grade teacher trying to increase her use of literature for language arts instruction. Shows the challenges and successes of attempting to get better at teaching. (PRA)

Reviews six professional books and classroom materials that could support teachers and other educators in making the transition from integrating reading and writing to a synthesis of language arts with other areas of the curriculum. (RS)