The author describes what skills he used and how he applied them in teaching Language Arts. (MF)

The assumptions underlying the two common approaches to composition instruction are examined. (JH)

The creative process in writing varies from one individual to another; the purpose in language arts is to help develop creativity. (MM)

Suggests that the teacher who wants to lead children toward visual literacy and eventually to reading and writing skill must help children explore what they themselves perceive and how and why they perceive it. (TO)

Young students are more motivated to write when allowed to use colored felt-tip pens. (JH)

Classroom spelling programs should grow out of the children's individual needs and include various writing opportunities. (JH)

Discusses a unit in which students rewrite Ray Bradbury's short stories into short plays, emphasizing the importance of dialog. (RB)

Outlined are devices to educate parents about composition concepts," i.e., what there is to learn in learning to write well. (RY)

In British primary schools reading and language skills are taught requiring the active involvement of the children in such activities as camping trips which result in student developed reading and writing materials. (JH)

A report from the Educational Resources Information Center at the National Council of Teachers of English; includes ERIC abstracts of documents pertinent to this topic. (RD)

Describes how one teacher uses sensory impressionsto stimulate talking, reading, and writing exercises in a first grade classroom. (TO)

Suggests that skills need not be taught in isolation for they will be learned if the student has sufficient motivation. Suggests that teacher set in motion a reading, writing, speaking, listening and rewriting program with the ultimate goal of publication. Includes examples of the work of some of her own students. (RB)