Describes an approach to the teaching of literature which involves writing letters to authors, encouraging book sharing, and reading along with students. (DD)

Dictation provides practice in concentrated listening and understanding, increases the attention span, strengthens the memory, and provides training in accurate recording. (DD)

Discusses four elements basic to the elementary school curriculum: coping skills, character or social development, citizenship, and private realization. (DD)

The real basics are not grammar and the surface features of language, but syntactic fluency, accomodation to a writing situation, and responsibility for what one has written. (DD)

The aesthetic response is indispensable to all experience, and instruction in the aesthetic response is both possible and necessary. (DD)

Presents ten categories which illustrate the range of the uses of language, and discusses implications for instruction. (DD)

A knowledge of myth, legend, and folklore will help children understand allusions, their cultural ancestry, and themselves. (DD)

Describes several activities used in a Parent Education Program of the Communications Network, a branch of Philadelphia's Affective Education Program, in order to improve the communication skills of parents and their children. (DD)

Hearing, listening, and auding are the three components of the listening process, and problems with any of these may impair students' listening ability. (DD)

Suggests methods of improving speaking and listening and listening skills in the elementary school. (DD)

A disproportionate emphasis on mechanics impairs students' reading by detracting from the focus they should have on making sense of the world. (DD)

Language arts teachers must be trained to make the English language the central core of their teaching. (DD)

The LONGSTEP (Longitudinal Study of Educational Practices) project of the American Institutes for Research indicates that moderate innovation has a better chance to help students than larger, more intensive innovation. (DD)

Discusses evidence that children's drawings and sketches are a part of their writing process and that stress on speaking and writing is superior to stress on reading and listening in sponsoring verbal growth. (DD)