Skilled reading requires attention to many aspects of print at the same time. Some children demonstrate difficulty in attending flexibly to multiple features of print, often focusing solely on decoding or word-level information. These children often lack the insight that reading is more than decoding; they have a difficult time thinking about…

Defending his conclusions, the author argues that the data reviewed tell much about ability grouping. (SLD)

Delineates arguments for and against oral reading instruction in developmental reading programs. The need for systematic research into the effects and potential benefits of various forms of oral reading instruction is stressed. (CM)

Focuses on concept development as a major intellectual activity for elementary school children, and offers a structural sequence for teaching concepts which (1) involves children's experiences, (2) places the concept in a social, cultural, and historical context, and (3) treats the concept as complex and problematic rather than simple. (Author/CM)

Identifies and discusses three goals of career education for young children in Australia: learning how to live, learning to learn, and learning to make a living. (CM)

Examines the lack of good listening skills among children today, and discusses the advantages of book/audio cassette packages (read-alongs) for developing listening and reading skills. (MES)

Contends that constructivist teaching pedagogy helps children learn to reason about the world. Notes that children are encouraged to become active learners and to discover meaning in their own world, not only in preformed ideas or definitions of others. Discusses these issues and elaborates on them in form of dialogue. (Author/NB)

Maintains that the Montessorian notion of prepared environment is ultimately an attitude rather than a place and presents a checklist to identity the environment of attitude. States that indicators of such an environment include children working with purpose, being attentive to the world around them, accepting and benefiting from their errors, and…

Describes and critiques two approaches for moral development of elementary school students, the forming of moral habits and the developing moral reasoning. It is recommended that both approaches be used with an early emphasis on habit formation and a gradual increase in attention to moral reasoning. (GR)

The activity orientation of technology education should be attractive at the elementary level. Once technology educators begin to understand the psychology of elementary school children, they should be able to use appropriate methods to reach them. (JOW)

Argues that notwithstanding recent survey findings to the contrary, knowledge of history among today's elementary and secondary school students is no less---and probably more--than that of previous generations. Compares results of earlier history surveys to support argument. (Contains 28 references.)(PKP)

Discussion explores values that ought to be taught to young children in the public schools. Attention is first given to what values are appropriate to teach to children at different ages and appropriate contexts of value learning. Several classroom incidents are offered as examples. Arguments developed in the discussion conclude that schools…

This paper briefly discusses several factors in providing high quality day care for school-age children. It is argued that parents have the power to influence public policy regarding provision of school-age day care services through voting, and that there is much more community support of day care when it is perceived as a program to serve all…

Examines creative humor and appreciative humor. Suggests ways elementary school counselors can nurture humor, both creatively and appreciatively, as a necessary characteristic of the complete child. (ABB)

Indicates that educators must accept that child care services for school-age children are a legitimate need, must publicly acknowledge that need, and must advocate the development and implementation of child-care services in conjunction with other concerned groups. (JOW)