Describes the twelfth annual conference of the Canadian Council of Teachers of English, held in May 1979 at Carleton University, Ottawa, and reflects on directions that emerged during the conference and on implications of the discussions for teachers of English. (GT)

Reports evidence that some students have reading problems because of instructional emphasis on reading as "exact word reproduction," or of student tendencies to focus too keenly on word-attack skills. (RL)

Describes the Colorado Writing Project, a teacher-consultant inservice training program, and presents the results of holistic scoring of papers by students whose teachers had attended inservice meetings conducted by the teacher-consultants. (HTH)

Describes the West Virginia Writing Project, a long-term inservice training project based on team teaching, on-site consultants, and teacher input. (HTH)

Methodology and results of a survey on the amount of time devoted to locally sponsored inservice teacher education pertinent to English and language arts, the features of these programs, and their effectiveness are reported. (HTH)

Reflections on the annual conference of the Canadian Council of Teachers of English (CCTE) and the development of language study in Canadian education are given. (HTH)

Materials in the ERIC system on teacher inservice education and workshop activities are surveyed. (HTH)

Includes a summary of measurement in oral communication, the identification of two emerging focuses in measurement, and a description of a measurement strategy. (DD)

Highlights some of the ways in which ERIC can be helpful in preservice and continuing education as a curriculum resource, an indicator of trends, and a source of research. (DD)

Examines three myths about reading: that reading is an exact process, that readers learn first to decode and then to comprehend, and that students must know all the vocabulary before they can read something. (DD)

Uses anecdotes to illustrate suggestions on how to involve reluctant learners in the study of English. (DD)

Describes how to identify gifted and talented children and develop programs for them. (DD)

Makes eight suggestions on how to keep abreast of language arts teaching techniques, methods, and materials; provides evaluative criteria for language arts materials. (DD)

Describes how to deal with censorship by preparing a position on the National Council of Teachers of English publication, "The Student's Right to Read"; preparing a position on what is to be taught; investigating the policies of the school; and identifying sources of help. (DD)

Suggests ways to enlist parents' support of language arts instruction, to provide parents with materials to develop their children's language skills, and to offer workshops for parents. (DD)