This paper explores the potential of photography for teaching, learning, and studying literacy in elementary school classrooms. We examine the ways shifting between communication systems (photography, oral language and writing) impacts students' ability to problem solve and create rich texts. Specifically, we explore the roles photography plays in…

Much research has been done in the area of storytelling with young children. Storytelling, as the author speaks of it, means a specific time set aside for the oral composing of texts. For the tellers, it is a chance to think through, discover, plan, and develop the story that they may, eventually, decide to write, alongside a supportive teacher…

A British educator discusses the role of self-expressive talk in the learning process and the influence of teacher attitudes on learning through language. (HTH)

Examines requests for information and action in peer-directed groups of children engaged in learning specific skills. Concludes that (1) children who use information requests effectively obtain higher test scores, (2) children can help each other learn, and (3) encouraging small group talk about a task promotes academic and social learning. (HTH)

Describes the inspiration, planning, and implementation of the Poetry Project, a nine-week unit designed to immerse first and second grade children in the reading and writing of poetry. Notes that the project helped the students bring together oral and written language. (RS)

Notes how the current emphasis on language instruction perpetuates the dominant culture. Explores the meanings first-grade children take from their oral language learning experiences and considers possible implications of those meanings and of the resistance shown by students to this production and reproduction of culture. (HTH)

Explores how dialog writing, in which two participants "converse in writing," incorporates the interactive aspects of oral communication and the self-directed aspects of essay writing. Includes passages written over a year's time by a sixth grade student in a "dialogue journal" showing the development of his writing. (HTH)

Reviews literature defining the characteristics of the complex puzzle children encounter moving from oral language to print. Illustrates that, by reading their own writing, children discover the precise connection between reading, writing, and language. (HTH)

Discusses recent research on social interaction and literacy (the notion that substantive talk is a primary means for becoming literate). Discusses social interaction as a means for learning, as part of literacy periods, and as a means for integrating learning across the curriculum. Discusses the effects of social interaction on literacy learning.…

Describes a project in which children learn about the language of film and how to use language or action to express themselves. Outlines the steps of a class filmmaking project, including brainstorming, plotting, writing, making film props, and filming the movie. (HTH)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

The development of children's oral language ability, speaking, and listening, is examined in light of recent research and its implications for language arts teachers. (HTH)

Describes a teacher inservice project intended to develop a language policy for using writing as a learning tool. Argues that the inservice context for teachers as learners is similar to that of the classroom and that the opportunity for talking should likewise be used for learning in the classroom. (HTH)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Examines notions and examples of instruction that can inhibit language growth, arguing that reading and writing curricula can be designed so that children are provided the freedom to explore language and grow as language learners in much the same way they learned oral language. (HTH)