A regular continuing program of creative drama can provide children with many opportunities for growth in knowledge of language. (Author/JB)

Dramatic improvisation helps an active group of remedial students to voice their opinions on right and wrong conduct. (SW)

A summary of the author's doctoral dissertation, The Effect of Pupil-Prepared Videotaped Dramas upon the Language Development of Selected Children," Boston University, 1970. (Author)

Found that language-disordered children (K-3) who participated in a creative drama program showed an increase both in number of words spoken and in use of the projective language function. Found no significant increase, however, in their use of the directive language function. (PD)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

A recommended class activity is a simple gift exchange. Vocabulary, including a wide range of options, holiday terms, and idioms, is introduced at the beginning of class. Partners are assigned, exchange takes place, and thank-you notes may be written. Student enthusiasm and attention are often by-products. (MSE)

A study was done to clarify the effects of guided sociodramatic or group pretend play on the mathematical behaviors and adult-observed playfulness traits of five year olds. The effects of sex differences on mathematical behaviors and playfulness were also examined. (JN)

Reports on a study that compared drawing, discussion, and dramatic play as follow-up activities for reading aloud. Concludes that the children who played had better comprehension of the stories read to them. (FL)

Contains suggestions from eight contributors regarding: (1) reading comprehension in beginning readers, (2) a directed spelling/thinking activity, (3) a marathon reading activity, (4) creative dramatics, (5) constructing a reading diagnosis package, (6) increasing parent involvement in the reading program, (7) vocabulary development, and (8) word…

A consultant to a Northern Alberta School Division describes how she used drama activities to enrich children's language experiences. (Author/MP)

Discusses the use of visual aids in teaching grammar and vocabulary, and particularly the use of students' skits, when possible. Presents two detailed scripts to demonstrate how the skit technique can be used for presentation of some prepositions, the reflexive verb, and the relative pronouns "qui" and "que". (MES)

A series of articles discusses the development of ballet instruction in secondary and higher education, beginning ballet in high school and in college, teaching techniques, ballet for visually handicapped students, and methods for the prevention of injuries in beginning students. (JN)