Examines three practices in the teaching of reading which result in students with deficient reading skills. (RB)

Presents guidelines for teaching spelling, focusing on the issue of whether spelling instruction should be formal or informal, the use of word lists, efficient instructional procedures, effective methods for studying words, the need for systematic improvement of retention, and integration of spelling and writing. (RAE)

Discusses the status of reading instruction in Nigerian primary schools, focusing on methods of instruction, class organization, books used, the role of the Ministry of Education, reading in Nigerian languages, as well as some problems in the teaching of reading. (RAE)

Offers a rationale for the practice of elementary school teachers reading frequently to their students and discusses guidelines for book selection and for planning read-aloud sessions. Includes a bibliography of read-aloud books. (FL)

Uses a metaphor of an animal school (where teachers, students, administrators, and parents are represented by various species of animals) to address the nature of school curriculum. Synthesizes, from the description of the animal school, fundamental principles of curriculum that should be considered when improving school programs. (PA)

Provides relevant background information about the hemispheric nature of the brain. Presents a framework for resulting practical implications for elementary school language arts. Notes that both prospective and practicing elementary school teachers should find this linkage of theory and practice beneficial as they help children gain language arts…