Reports on a competency-based, field experience teacher education program for future teachers in reading and language arts. (RB)

Analyzes the cost of reading and language arts seatwork materials for second-graders. Reports that while a considerable amount of time and money is being spent on seatwork materials, they do not seem to be effective activities for developing reading abilities. (MM)

Recommends four resources (including basal materials) to use when designing reading-language arts curricula for classroom or school districts. (MG)

Argues that the unique interrelationship of art, reading, and writing offers teachers a variety of opportunities to nurture students' artistic imagination. Describes several strategies that can be used to explore images through writing and to explore images through reading. (SR)

Presents reviews by elementary school classroom teachers of books that have had a significant impact on their teaching and the philosophical underpinning for their actions. Includes reviews of four books on literature, literacy, language arts, whole language, the holistic approach, and assessment. (PRA)

Discusses the need for gifted and talented language arts programs that give examples of developmentally appropriate literature. (MG)

Provides examples of using children's literature to integrate the use of drama into the language arts classroom. (MG)

Discusses four books written by teachers for other teachers that share stories of expertise, of new discoveries, of interpretations and perceptions. Argues that these stories will help new teachers feel less isolated and lonely and will help them to become better teachers and learners. (SR)

Describes a model that can be used to integrate computers into the language arts curriculum. (FL)

Claims that teachers of elementary students in the U.S. and the U.K. are often concerned with teaching the "basic skills" of reading at the expense of developing information skills: locating information, learning from it and using it. Suggests approaches for teaching these skills.(NH)

Describes a first grade teacher's typical day. Uses it to illustrate methods for integrating the teaching of the language arts. (FL)

Reports that reading instruction in Taiwan resembles the approach taken in North America and involves basal readers and integrated language arts activities. (FL)

Reviews research and raises questions about instruction that integrates reading and writing or that focuses on thematic units. Concludes with guidelines for integrated instruction. (SR)

Presents the ideas of four elementary school classroom teachers with regard to reading instruction. Includes "An Invitation to Reading Fluency,""Reading Chapter Books for Fun,""Easing the K-1 Transition through Language Experiences," and "A Meeting of Minds: Teaching Using Biographies." (PRA)

Presents brief descriptions of 45 books for children that can speak to the future for young readers through their concerns about growing up, ways to deal with changes, experiences that broaden their horizons, consideration of how the past can inform the future, and possibilities presented in fantasy. (SR)