This paper was the keynote address at the International Conference on Teaching and Learning English" held at the University of York, July 1971. (Editor)

Interviews with project directors of various research and development centers provide information on programs intended to give teachers practical help in teaching mentally retarded children. (GW)

Sample etymological study lessons for the intermediate grades. (SP)

Authors suggest that a perspective of evaluation is needed by the teacher if evaluation is to be an active force in the curriculum and if it is to serve as an integral element in the planning of instructional activities for her pupils. (Authors/MB)

Teachers should not try to impose on children the language of adults, but they can provide models for them to grow naturally into as they become adults. The child knows his language when he comes to school, and the teacher should try to build on what he knows, not blunder into opposition to it. (Author)

Outlined are devices to educate parents about composition concepts," i.e., what there is to learn in learning to write well. (RY)

Outlines reasons for teaching black literature, black literature suitable for the intermediate grades, and experiences in teaching black literature. (MB)

Concerned with the student that uses the non-standard language of his family and friends, and suggests ways and techniques the teacher can use to teach language to these students. (RB)

Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Describes a study in which students who read widely showed greater improvement in writing after nine weeks than did students who had frequent writing assignments, with the implication that reading should be integral to writing practice. (RW)