Provides an evaluator's perspective on the Language Development Project of Australia. (HOD)

The author presents four teaching activities that link language arts and history: historical dialogs, the Bible as literature and history, student-made history books, and historical graffiti. Each includes a rationale, activities, and evaluation methods. (SJL)

Investigates the effects of M. B. Rowe's science teaching and questioning techniques in elementary school language arts classrooms. Reviews definitions and applications of wait-time and assesses the effectiveness of wait-time techniques in the improvement of teachers' and students' oral discourse. (HOD)

Examines three misconceptions teachers and parents make about children and learning to spell: (1) learning to spell is based primarily on a child's knowledge of phonics, (2) learning to spell is a memorization process, and (3) children should not write if they cannot spell words correctly. (HTH)

Instructions are given for a class or school-wide art/language arts project in which students learn to evaluate and design book covers. (SJL)

Recommends a photo essay project as a catalyst for accelerated language learning and as a method of integrating mainstream students into a regular class activity. Divides the project into three stages: a planning stage, an acting out and picture taking stage, and a caption writing stage. (AEA)

Describes how students write, edit, illustrate, cover, and bind their own books in a project that involves parent volunteers and instructional aides. Benefits of the project are that students enrich their vocabulary, gain acquaintance with new terminology, and increase their appreciation of literature in all forms. (AEA)

Sets forth and supports four propositions which argue for the academic viability and necessity of programs in the discipline of speech communication. (JMF)

With "mice" as a theme, this classroom learning center is designed for independent use by kindergarten and first grade children, whether or not they have yet learned to read. Its activities focus on reading, language, thinking, and writing skills. A bilbiography of children's books about mice is appended. (SJL)

Describes ways in which English teachers can capitalize on the natural response of teens to music. (RL)

Reviews current research on three important language variables in search of a pattern. Discusses the nature of these variables, offers 26 generalizations supported by the studies, and derives implications from these generalizations. Areas for future research are suggested. (JMF)

The use of student peers in editing the writing of fellow students has become a popular tool for teachers. Students learn from the feedback given them by other students and develop a discriminatory eye when rereading their own papers. Samples of tasks are given to aid the teacher. (JN)

This annotated bibliography includes citations on language arts curriculum and teaching methods; language, grammar, and usage; talking and listening; reading; writing; and selecting books for children. (HTH)

Describes a teaching method involving folk music for enriching language arts programs and developing children's library skills. (HTH)

Describes elementary level simulation resulting in products which participants sell to fellow students. The project includes basic lessons in economics, forming a corporation, applying for and receiving a loan, shopping trips, production, advertising, and market analysis. (KC)