In addressing selected aspects of the language arts from the context of an integrative language paradigm, this paper focuses on the results of three studies recently completed in Manitoba, which help to shed some light on three modes of expression--dictation, independent writing, and retelling--in the primary grades. The first part of the paper discusses the background and need for the studies--their purposes, methods and procedures, findings, and conclusions and implications. The second part of the paper is a response by Linda Phillips-Riggs, which outlines the main points of Froese's paper and discusses the weaknesses of his paper and of the three studies cited. Some research ideas are presented, followed by a conclusion. (EL)