Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

This primary unit uses rainbows to provide young children inspiration for learning in the areas of language arts, science, art, social studies, and math. (MT)

Discusses the rich potential of Logo (a computer programing system for children) and particularly LogoWriter (its word processor) as learning tools in the language arts. Cautions against their use as rote exercises. (SR)

Explains the concept of book webbing, and provides an annotated bibliography of 20 publications which discuss or show how to incorporate children's literature in both the language arts and content areas of the elementary school curriculum using the webbing diagram and process. (13 references) (MES)

Maintains that poetry can be used in a variety of ways to stimulate and enliven the early childhood curriculum. (BB)

Describes how study of folklore can be integrated into all aspects of curriculum and grade levels to foster awareness of roots and sense of home and community. Suggests topics for research in various areas of American folklore requiring student use of all language arts. Provides 13 annotated student references. (NEC)

The article outlines a classroom-tested holistic language arts curriculum for the junior high resource room. The program covers reading, vocabulary building, comprehension, use of visual aid strategies, use of auditory/linguistic comprehension strategies, writing, listening, and speaking. Advantages of the curriculum include individualization,…

Recommends five process-oriented strategies for teaching vocabulary: (1) teach words in context; (2) move from known to unknown; (3) group and categorize items; (4) relate content to students' interests; and (5) provide for constant review. (ARH)

Cites personal experience and research which supports peer group work in spelling, noting this method provides an opportunity to create linkages between reading, writing, and spelling instruction. Suggests strategies for implementing an individualized spelling program. (NH)

Describes how a seventh-grade teacher was able to devise a final examination that both reflected the goals of his process-oriented writing class and met the requirements of his school board. (ARH)

The author discusses the importance of the ability to think logically and solve problems with fundamental communication skills and with the ability to make decisions and adapt to change. Five thinking skills are examined: making decisions, planning and organizing, managing time, proofreading, and using proper language arts composition skills. (CT)

Maintains that teachers' use of classroom poetry provides opportunities for children to respond to ideas, feelings, and events. Examples illustrate how poetry offers readers/listeners invitations to participate: invitations to identify with others, gain new perspectives, retell stories, move with the sound of language, and respond to one's own…

Assesses the results of a study of spelling development on the junior high level. Concludes that spelling instruction in the upper grades is worthy of serious consideration. (NKA)

Discusses how elementary education gradually became a concern of the newly founded National Council of Teachers of English and how the Council in turn set about to influence elementary school language arts instruction during its first 50 years. (HTH)

Presents a historical perspective on child language research, termed "stingy" because of the lack of financial and institutional support. Speaks of the pioneers and present researchers who study child language as men and women of unusual determination and commitment. (HTH)