This book deals with the topics of how oral language is related to reading and how the English teacher can effectively exploit this relationship. The contents of the book are papers from the 1967 NCTE spring institutes for elementary teachers and supervisors. Walter J. Moore examines the role of the reading teacher and points out the value of this book for directing inservice education in linguistics. A knowledge of psycholinguistics in relation to the teaching of elementary language arts is discussed by John B. Carroll. Jean Berko Gleason outlines recent findings on how children use language at various age levels and relates these findings to teaching practices. Wick R. Miller discusses the reading-language acquisition relationship and suggests that teaching methods are less important than the child's personal initiative. Henry J. Sustakoski summarizes recent discoveries in linguistics and illustrates their relevance for English teachers. Three types of classroom problems involving linguistics and reading are examined by David W. Reed, and the reasons for using more than one English dialect are set forth by Roger W. Shuy. The function of oral language in language learning and some ways in which it can be combined with other aspects of the linguistic program are suggested by Walter Loban. (This document previously announced as ED 029 026.) (LH)