Noting that the media can be powerful instruments in the hands of creative teachers, this paper explores the use of media as instructional tools to promote growth in thinking and language processes (primarily reading and writing). The paper views media form and applies it to the interrelationship of experience, thought, and language. It proposes three models of media implementation in the experience-thought-language processes: (1) media as stimulus experiences for children, (2) media as experiences formulated by children, and (3) media as aids to the thought/formulative processes of children. The paper notes practical implications of the models for reading and writing instruction, and describes actual curricular programs that employ media in the ways suggested by the models. (Author/FL)