Suggests approaches to the teaching of figures of speech. (DD)

Describes how a comparison chart may be used by children in grades three through six to record and organize information from several sources for student reports. (DD)

Presents the characteristics of the more popular spelling theories, describes how the optimal spelling system would work, reviews recent research on spelling, and draws implications for the teaching of spelling. (DD)

Describes one student's progress in phonetic spelling in kindergarten and first grade. (DD)

Offers a model of the spelling process and suggests a framework for diagnosis and for grouping of words. (DD)

Describes a technique for eliciting poetry from children through the process of word association. (DD)

Describes how twelve wordless picture books can be used to encourage the development of children's writing skills. (DD)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)

Examines findings of research focusing on writing as a process. (DD)

Jeanne S. Chall, Roger Farr, John C. Manning, Robert B. Ruddell, Russell G. Stauffer, Dorothy S. Strickland, and Richard L. Venezky comment on significant developments in reading during the 1970s, hopes for the 1980s, and important references dealing with teaching children to read. (DD)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Reviews several syntactic studies of children's reading comprehension and suggests teaching methods for promoting sentence comprehension in context. (DD)

Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

Discusses problems with oral reading, recommends standards to guide the selection of oral reading materials, and suggests nine directions to children to guide their rehearsal for oral reading. (DD)