Criticizes the teaching of formal, abstract grammar prior to sixth grade, citing its ineffectiveness in improving composition skills. Proposes the elimination of traditional grammar from the early curriculum, retention of instruction in language usage and spelling and emphasis on student practice in writing. (BF)

Reports the author's personal experiences as an elementary-grade substitute teacher in the public schools. Points out the value in such experience as preparation for subsequent return to full-time teaching. (BF)

This study supports the premise that children's attitudes toward reading and concepts of themselves as readers reflect their classroom status as readers rather than their actual reading ability. Compared were six of the poorest readers from a high-achieving class and five of the best readers from a low-achieving class. (BF)

This examination of various bases for choosing teaching behaviors emphasizes the teacher's values concerning aims and elements of education. Research data on teaching effectiveness are described as inconsistent. Prescriptions by experts, modeling, and adherence to a philosophical position are useful only when based on teacher's awareness of…

Examines the original validity of the 220-word Dolch Basic Sight Vocabulary, compiled in 1936, and considers whether it accounts for a large percentage of words in current reading usage. (BF)

Relationships between teacher attitudes and teacher background variables (academic background, teaching experience, and in-service training) were examined through a survey of 1,478 elementary school teachers in the experimental Hawaii English Project. Results revealed few significant correlations but some indications associating more advanced…

Discusses the maturational, behaviorist and cognitive or psycholinguistic views of reading readiness. Describes a teaching strategy of "assisted reading," derived from the cognitive, psycholinguistic view. (BF)

Points out the superior efficiency and effectiveness of generative techniques of vocabulary development over nongenerative techniques and gives examples of both types. Generative techniques, for approaching unfamiliar words through knowledge of other words, include use of synonymy and antonymy and of external and internal context clues. (BF)

A critique of 13 commonly-held ideas concerning student-teacher relationships, discipline, goals and methods of instruction, and student motivation. (BF)

An investigation of the relative effectiveness of several commonly used methods of spelling instruction, involving a sample of almost 3,000 third through eighth graders in 22 states. Spelling achievement was measured through the authors' Test of Written Spelling. (BF)

Describes a study in which the Survey of School Attitudes was administered to more than 13,500 first through eighth graders in 10 states. Assessed were pupil's attitudes toward four major curriculum areas: reading/language, mathematics, science and social studies. (BF)

Introduces the articles in this special issue on social studies. Articles concern political socialization, economics, geography, a global perspective on social studies, ethnic studies, social change, thinking skills for citizenship training, and the integration of writing skills and social studies. (RH)

Argues that (1) understanding of the ways in which children think about the political aspects of their lives has been limited by functionalist views of schooling and positivist research paradigms; and (2) research should focus on ways children appropriate information from their experiences and use it to construct personal political realities.…

Summarizes research on how children think about economic ideas and values and the development of such thinking. Explores the influence of instruction on children's thinking about economics and points out implications for curriculum and instruction. (RH)

Highlights historical materials considered valuable for guiding the American elementary curriculum on geography and instruction in it. References discussed are grouped in periods beginning with 1880-99, and progressing through 1900-19, 1920-39, 1940-59, 1960-79, and 1980 to the present. Advocates integration of geography into social studies.(RH)