Offers practical activities that make spelling drill more interesting and more applicable to vocabulary development. (FL)

Tells how to make contracts effective in guiding and stimulating children's independent classroom work on specific reading skills. (Author/RB)

Suggests activities for teaching students to put story events in the proper sequence when they read and write. (FL)

Demonstrates that intensive direct instruction followed by practice can help slower students learn sight vocabulary. (FL)

Defines visual literacy and considers a number of elements of wordless picture books that contribute to the development of visual literacy in students. (FL)

Presents some ideas for teaching critical and creative reading to both gifted and average readers. (HOD)

Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

A study of four methods of teaching vocabulary--an association method and methods using categories, context, and dictionaries--indicated that the context method was the most successful. (DD)

Discusses Lawrence Kohlberg's stages of moral development and suggests procedures both for analyzing moral issues in a story and for discussing these issues with children. (DD)

Suggests that teachers should try to use a source-based approach to teaching vocabulary. Explains that a source-based approach starts with basic concepts of human languages and then works with lexical and metaphorical extensions of these basic words. Notes that the purpose of this approach is to find groups of words that can be taught as webs and…

Describes a unit on Sir John Franklin's arctic expedition in order to examine teachers' motivations for engaging in a negotiated, integrating curriculum. Discusses the benefits for learners and the message of caring that results. (SR)

Describes how a group of third-grade teachers engaged in meaningful and useful curriculum development in the language arts, starting with a belief statement, and moving to program outcomes, integrated topics, specific objectives, and student exhibitions and portfolios. (SR)

Encourages a movement back to providing more stories in the daily lives of children. Suggests that many classifications of story should exist within the curricula of schools and, therefore, in the hearts and minds of children, in the culture, and in the future. Presents the author's categories of stories: the gifts; teacher tales; and affirmation…

Provides guidelines for developing listening skills at the elementary level. Asserts that effective listening instruction occurs as part of ongoing classroom activities, and suggests that students be given a variety of different listening experiences, such as listening for appreciation, information, critical analysis, and creative exposure.…