The Pilgrim's Progress, apart from its hortatory religious nature, has imaginative, creative power to command the attention of English teachers at the college level and is discussed in terms of the classroom. (Editor)

The most immediate priority for educational reform must be for the establishment of a minimum degree of uniformity in the sequence and hierarchy of instructional and behavioral objectives during the initial stages of learning to decode and encode. (Author)

Author tackles the basic problem of justifying instruction in a level of language usage that is regarded as elitist. (Editor/CB)

Describes different instructional materials a teacher might use in developing reading and language skills. (MM)

Described are seven inservice education sessions located in three states and attended by the author. (RY)

Presents a thirteen floor theoretical model which takes the youngster from a media centered experience in the lower grades to experiences relative to the human condition in the upper grades. Reasons for employing various teaching aids and methods are discussed. (AF)

Suggestions for easily obtainable materials to encourage children's use of language. (SP)

This paper was the keynote address at the International Conference on Teaching and Learning English" held at the University of York, July 1971. (Editor)

Interviews with project directors of various research and development centers provide information on programs intended to give teachers practical help in teaching mentally retarded children. (GW)

Sample etymological study lessons for the intermediate grades. (SP)

Authors suggest that a perspective of evaluation is needed by the teacher if evaluation is to be an active force in the curriculum and if it is to serve as an integral element in the planning of instructional activities for her pupils. (Authors/MB)

Teachers should not try to impose on children the language of adults, but they can provide models for them to grow naturally into as they become adults. The child knows his language when he comes to school, and the teacher should try to build on what he knows, not blunder into opposition to it. (Author)

Outlined are devices to educate parents about composition concepts," i.e., what there is to learn in learning to write well. (RY)

Outlines reasons for teaching black literature, black literature suitable for the intermediate grades, and experiences in teaching black literature. (MB)