Discusses language development in children and describes how instructional television programs can contribute to that development. (DD)

Discusses the complexity of the experiences dealt with by young children in story telling, their mastery of techniques and literary forms, and the relationships between the stories and the story teller's own life. (DD)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

A restatement of the theory of reading developed by the author over the years, a defense of a whole-language comprehension-centered approach to teaching, and an attack on the back-to-basics movement. (DD)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

A "Personalized Contract Book Program," modeled on the way that competent readers learn to read at home, provided a nonpressured environment that fostered students' reading development. (DD)

Uses several anecdotal accounts to illustrate principles of linguistic and cognitive development, and then applies these principles to classroom strategies for teaching reading. (DD)

Reviews research studies, available through the ERIC system, on the interaction of cognitive, social, and language development, drawing implications for language arts instruction. (DD)

Alvina Treut Burrows, Kellogg W. Hunt, Richard Lloyd-Jones, and Charles Read comment on significant developments in writing during the 1970s, hopes for the 1980s, and important references dealing with teaching children to write. (DD)

Encourages teachers to view children's writing positively, to see errors not as deficiencies but as signs of growth. (DD)

An examination of the writing of an elementary school student shows how students' revisions in their papers and complete rewrites of them are indications of their writing development. (DD)

Writing behaviors such as pacing, crumpling paper, and cutting and pasting are signs of growth requiring nurturance. (DD)

Describes how two fifth-grade classes and one third-grade class used peer groups to respond to students' writing. (DD)

Describes the process one sixth grader went through in writing a short story and analyzes what this reveals about writing and the teaching of writing. (DD)

Suggests an approach to teaching writing that encourages children to write and eliminates error-hunting. (DD)