Describes how "critical incidents" that occur in the classroom can help teachers address their preconceived notions about learning and teaching, about knowledge, and about what counts as legitimate reading and writing. (HTH)

Recounts efforts by the author and others to shift reading instruction from dependence on basals to the use of trade books and a greater range of choice for students in selecting reading materials. (HTH)

Argues that society's capacity to become more powerfully literate depends on its capacity to develop better ways to explain to and to show others what people do when they read and write. Offers ways in which schools and communities can help students go beyond current inadequate but deeply entrenched verbal constructs. (HTH)

Reviews materials from the ERIC system and other sources on providing natural learning situations in which reading, writing, speaking, and listening can be developed together for real purposes and real audiences in the self-contained elementary classroom. (HTH)

Describes a project to integrate teaching of the separate language arts in three California elementary schools. Includes the philosophical statements of the project; guidelines; activities for before, during, and after reading; and a positive evaluation of the project. (HTH)

By interrelating the arts of language through a variety of activities children can improve their attitude toward school and their academic skills. (JH)

Contains representative selections from issues of "Elementary English," a precursor to "Language Arts," from its fourth decade of publication. Includes articles, editorials, and ads reflecting contemporary concerns of English education still relevant today, such as censorship, criticism of reading instruction, and the evolution…

Cautions that teaching manuals preclude a teacher's instinct for individualized teaching, and addresses the issue of what teachers need to know about language, culture, and learning for effective reading instruction. (HTH)

Illustrates the importance of rereading a story to children several times, enabling them to grasp its significance and meaning. (HTH)

Discusses the literacy problems caused by teaching reading and writing separately and by teaching in isolation the skills required in these two processes. (HTH)

Distinguishes "aesthetic reading," in which readers are absorbed in the experience of making meaning from verbal signs, from "efferent reading" (reading for information); indicates how recent findings about language acquisition support this model of the reading process; and suggests implications for reading instruction, with emphasis on the…

Presents examples of messages to a reading teacher from kindergarten students that combine drawing and elementary writing skills. Emphasizes the important role of teachers and other adults and of reading and writing tools in the development of children's reading and writing abilities. (HTH)

Reflects on the author's (an influential educator and researcher) lifetime of research and teaching, and on the influence of his research on literacy education at this moment in history. States that he believes his work has made a difference because it has struck a chord in the minds of teachers. (SR)

Describes word-learning activities for first graders, devised to help at-risk readers make discoveries about the alphabetic system. Discusses why these discoveries are important for students' progress in learning to read and spell. (SR)

Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…