A study analyzed the verbatim transcription of a videotaped literacy lesson in a heterogeneous middle-school urban classroom. Ways students participated in the literary discourse and teacher practices that supported students' participation are described. Findings indicate students with disabilities could acquire the discourse practices needed for…

Evaluated the Language Arts program in the primary division of a large urban school district (48 schools) using multiple sources of data, including interviews with 12 principals and 12 teacher librarians, observations in 56 classes, and surveys completed by 261 students, 194 parents, and 166 teachers. Evidence reveals limitations in the planning…

Describes a three-week language-study unit in which students search for the meaning of their names. Describes how students use reference works, create symbolic drawings, read stories and articles, record information in their journals, interview family members, and work in small groups drafting and revising imaginative stories based on their…

Presents a rationale for an integrated language arts curriculum based on pedagogical principles and describes an integrated language arts project based on these principles. Suggests ways in which traditional language arts programs can become more integrated, and remedial and regular programs can become more congruent. (RJC)

Use of video recorders may enhance young children's comprehension, recall, memory, and problem-solving skills. Research should be conducted on ways in which the combination of the video recorder and computer technology may facilitate children's learning processes. (RH)

Discusses whole language teaching and learning within a theoretical context. Examines philosophies, materials, and strategies for developing children's literacy skills. Looks at a resurgence of old methodologies and materials with new insights. Offers basic tenets of a holistic approach to language learning. (BB)

Presents six fully developed library media activities to be used in connection with specific curriculum units in art, health, reading/language arts, social studies, and science. Library media skills objectives, curriculum objectives, grade level, resources, instructional roles, activities, and procedures for completion, evaluation, and follow up…

Discusses how the acquisition of literacy, and particularly its acquisition through the whole language approach, may have unanticipated repercussions in the lives of the learners. Proposes four constructive ways of noticing, respecting, and using these repercussions of change in a whole language classroom. (MM)

Denies that the paradigm shift in composition pedagogy (process/product), apparent in the rhetoric of many journals, has become a widespread pedagogical reality. Gives first-hand accounts of teaching methods in Canada, Great Britain, and the United States showing that pedagogy continues to be product-oriented. (SR)

Outlines a lesson for Shakespeare's "Romeo and Juliet" which compares the Shakespearean text of Romeo and Juliet's parting (Act III, Scene V) with a Rudolph Nureyev ballet of the same episode. (MM)

Contends that issues that occur at the intersection of culture and interaction with learning and instruction have been too sharply restricted in scholarly studies on the teaching of English language arts. Suggests that the bifurcation of concerns among language educators is in part a reflection of school, not scholarly, issues. (MS)

Examines form and content of American Indian authored selections in South Carolina's high school literature anthologies. Results show only 36 percent are contemporary. The sample of traditional genres lacks balanced representation and does not reflect regional distribution of American Indians. Development of evaluative criteria specific to…

Provides seven fully developed library media activities to be used in conjunction with specific curriculum units in art, health and nutrition, reading/language arts, science, and social studies. Grade level(s), objectives, curriculum objectives, resources, instructional roles, activities and procedures for completion, evaluation, and follow-up are…

The pumpkin is the theme for a collection of classroom activities which teachers can integrate into the language arts, science, social studies, math, and art curriculums. Many activities were suggested by classroom teachers. (IAH)

Describes an interdisciplinary unit combining eighth-grade language arts and U.S. history, based on the study of the immigrant experience and involving writing across the curriculum and role-playing. (MM)