This document contains reports of individual research and action projects of the Tri-University Project in Elementary Education. In the research section of the document, (1) Laura Chase describes working with two children whose capacity to use oral language successfully was stunted by their experience in home and society, (2) Dorothy Troendle suggests ways that rhetorical and poetic studies can be made relevant for elementary school children, (3) Virginia Jones describes and applies the techniques of recording language experience stories in "verse form" and discusses reading comprehension in the development of four levels of thinking skills--literal comprehension, interpretation, critical and creative thinking, (4) Dorothy Howard investigates the kind of metaphor, rhythm, and literary content observed in children's rope-skipping activities, and (5) Lillian Broome compares the stories children tell with their responses to the Thematic Apperception Test, and recommends the role that literature might play in the elementary classroom (Materials include procedures, conclusions, charts, rater's guides, and score sheets.). In the action section, Jack Kittell describes the Rough Rock Navaho School experiment and includes findings from the Project and a sample of the curriculum, and Larry York records impressions of a Harlem ghetto school. (JB)