Provides abstracts of documents reporting computer applications in reading and language arts that have been entered in the ERIC database. (CRH)

Shows how language arts teachers can help the language building strategies of children by providing creative drama activities to allow them to use a range of strategies in appropriate ways. (EL)

Describes classroom experiences while teaching a unit on Matisse to gifted students. (EL)

Describes the positive attitude toward teaching of a writing instructor who intends to continue teaching in spite of receiving a Newberry award for her book. (HTH)

Describes how students set up a database or collection of favorite poems on the classroom computer. (HTH)

Varied exercises are offered for teachers to use in sharpening students' listening skills. (DG)

The article presents an instructional model for teaching frustration management without sacrificing traditional academic content. An illustration is offered of an adaptation of a language arts objective to promote acceptance of and coping with frustration. (CL)

A variety of activities are offered to help children develop skill in public speaking. Confidence is built when childen practice presenting themselves both visually and orally. (DF)

Points out why drill work has a role in the language arts classroom, explores the possibilities of using a microcomputer to give children drill work, and discusses the characteristics of a good software program, along with faults found in many software programs. (FL)

A discussion of television advertising's impact on children and what teachers can do to guide children in their viewing of television. (DD)

Along with listening, reading, speaking and writing skills, schools must develop students' thinking skills. (JH)

Familiarity with dance enhances perceptivity in the other arts by virtue of the kinesthetic sensitization it affords. (JH)

Creating humorous characters is one way to infuse a language arts program with creativity. (Editor)

Argues that the language arts curricula of the public schools should be more student centered and that future innovations should be aimed at meeting each student's needs. (RB)