Research performed in part under Contract OEC-3-6-061784-0508 with the U.S. Office of Education.

Twenty primary school students with special ability in language arts were nominated for a course on myths, held at the Language Development Unit, Borough of Croydon, England. The students analyzed the universal meaning of myths and transposed myths into their own culture through discussions and creative writing. (Author/MC)

Describes a staff development project involving course work with linguistic and cultural material designed to prepare fourth-, fifth-, and sixth-grade classroom teachers and secondary school English teachers in the use of certain Latin curriculum materials with their classes. Evaluation of the project shows a positive effect on the verbal ability…

Reviews four programs (equivalent fractions, sentence patterns, bookself-use of Dewey system, career skills) representative of programs on a disk available from Robbinsdale Area Schools (Minneapolis, MN). Indicates programs (for Pet Commodore-16K) are interesting, well laid out, competently programed, and easy to use. (Author/JN)

Examines the who, what, where, how, and why of informal drama instruction in the classroom, arguing that, given the current emphasis on "basics" in education, such instruction can provide one of the most basic educational experiences in language arts. (HTH)

The article illustrates how basic skills in penmanship, spelling, and grammar can be learned while simultaneouly developing rapport between disabled writers and their instructors. (SW)

Presents background and directions for an elementary-level activity combining art and language in which students study verbs and animation techniques. To understand how verbs suggest the passage of time, students visualize action sequences. (AM)

Argues that research is not only a product and a process but an attitude and suggests that the attitude of ethnography stresses that good teachers should act like good researchers and good researchers should act like good teachers. (JL)

Describes an arts unit on music and poetry for upper elementary classes which covers tone color, dynamics, register, tempo, form, and enunciation. Students read poems, write and record their own poems, and listen to poetry readings. The unit concludes with a choral speaking experience. (AM)

Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

The authors contrast the views of those who advocate a back-to-basics approach to language arts education with research findings on language arts basics. The authors are critical of the former, product centered approach which stresses conformity. Research supports an approach which is student centered. (Author/RD)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Relates a teacher's childhood experiences with poetry and her views of the value poetry has in the language arts curriculum. (HTH)

Reviews materials in the ERIC system dealing with teachers' questioning behaviors. (HTH)