A thorough knowledge of the relationship of language and reading will lead to more effective teaching than following a list of basic skills. (MKM)

Describes a teacher's metamorphosis from a controlling kindergarten teacher to one who recognized that children already have a great deal of language and print awareness and who could assist them in self-directed learning by giving their language instruction a context. (HTH)

Describes the development of an assignment designed to take the place of the standard research paper. The new assignment is of particular relevance to teacher education, especially in English and language arts. (AEW)

Describes a project which utilized children's interest in television to focus on integrating media and language arts skills. Field trips, classroom activities, and print resources are described, and some results of the project are discussed. (CLB)

Studies questions elementary and secondary students ask in mathematics and language arts classes and determines the extent to which subject matter and gender are associated with question type and frequency. Findings indicate that students ask more questions during mathematics than language arts instruction. (RJC)

Reviews ten books in two major categories (Professional References and Instructional Materials), which can assist teachers in helping children develop critical power in literacy. (SR)

The article describes the three-year Education Development Center/Technical Education Research Center Middle School Technology Integration Project which is investigating how technology is integrated into language arts and mathematics curricula, and its impact on mainstreamed mildly handicapped students. The evolution of computer use at four…

Argues that the British government-recommended procedures for assessing oral communication are impractical. Questions the value of any sort of assessment of oral communication. (ARH)

Notes interest in recent years in using a particular type of children's literature, the predictable book, as a springboard for stimulating language experiences. Suggests that, although this practice has merits, teachers should avoid engineering literacy tasks to the point where most of the work is done for the student. (NH)

Analyzes within the framework of research and literary theory the complex ways in which children experience and structure stories. Presents examples of interactions between children and literature. (NH)

Provides a picture of remedial reading instruction based on three views: (1) an observational study of Chapter l programs; (2) an observational study of 79 Chapter l teachers in a large city; and (3) an analysis of the case reports of a college reading clinic. Calls for reform based on theory and research. (NH)

Argues that "empowering" as a philosophy of education must balance its commitments to personal growth and to society, recognizing that just as personal power is primary and prerequisite to synergy so personal growth is prerequisite to societal contribution. (SRT)

Provides information about a classroom implementation experiment in vocabulary research. A daily journal was kept to help in conducting the experiment, a secondary goal of which was to determine whether the new instruction was more or less effective. (NKA)

Examines the value of journalism education at the secondary level. Concludes that journalism effectively develops language arts competency. Also identifies the characteristics of outstanding journalism programs and provides model guidelines and a job description for publications advisers. (FL)

Reports on how experts in special education approach the problem of software selection. Offers guidance in examining if the software is modifiable and if it offers record-keeping options. Also contains a listing of sample programs that are suitable for special education students in language arts, mathematics, and problem solving. (ML)