Describes Joan Tough's research into the uses of language by middle-class mothers and their children in English society and presents the classification system for child language developed by Tough. (DD)

Suggests seven classroom activities that might be useful in teaching word blends or portmanteau words. (DD)

Describes techniques for acquainting children with the dictionary. (DD)

Describes how a teacher can personally assume a role and thereby facilitate students' role playing. (DD)

Defends improvisational drama as a means of promoting creative problem solving and describes the author's experience as a creative dramatics teacher at an inner-city school. (DD)

Presents the findings and implications of a study of the interest patterns of fourth and fifth grade children as they pertain to the content of the short film. (DD)

Defends the inclusion of storytelling in the language curriculum and suggests techniques for effective storytelling. (DD)

Criticizes the Poets in the Schools program and similar undertakings for praising students' writing excessively and thus failing to acquaint students with the discipline required to produce outstanding poetry. (DD)

Children will write well only when they speak in their own voices about their own concerns. (DD)

Teachers should respond to children's writing in positive, encouraging ways. (DD)

An interview with poet David McCord regarding children's poetry and ways of teaching it. (DD)

An annotated list of ERIC documents which deal with Poets in the Schools programs and with teaching poetry and creative writing. (DD)

A review of research on handwriting and a call for additional research on the subject. (DD)

Comments on the ability of fantasy to evoke images, the validity of fantasy, and influence of fantasy. (DD)