ERIC Number: ED214184
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Oral and Written Language Development Research: Impact on the Schools. Proceedings from the 1979 and 1980 IMPACT Conferences.
Goodman, Yetta M., Comp.; And Others
The papers in this collection focus on the integration of child language development research into curriculum and instruction, which was the general topic of four conferences held in conjunction with the 1979 and 1980 annual conventions of the International Reading Association and the National Council of Teachers of English. Section one, on child language research, contains five papers that provide up-to-date insights into learning oral as well as written language. Section two, concerning child language in schools, examines language and thinking-focused curriculum development, the interrelationships of oral and written language in the classroom, responses to literature in a school environment, and peer dialogues across the curriculum. Section three, on child language research and teachers, contains a description of an investigation of an inservice program for teachers and a discussion of nine principles of teaching applied within the context of two experimental teacher education programs. Section four offers comments about the four conferences from two people who attended all of them, and section five provides a list of readings for teachers and a bibliography of recent works cited by the contributors to this collection. (RL)
Descriptors: Child Development, Child Language, Classroom Environment, Curriculum, Elementary Education, English Instruction, Language Acquisition, Language Enrichment, Language Research, Oral Language, Teacher Education, Written Language
National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 34734, $6.00).
Publication Type: Collected Works - Proceedings; Information Analyses
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.; International Reading Association, Newark, DE.
Identifiers: Theory Practice Relationship