Discusses the attention process and indicates the crucial role it plays in oral learning (listening). (DD)

A review of research which concludes that there is no cause and effect relationship between speech errors and spelling errors, that there is a relationship between Black English and certain spelling errors, and that there is conflicting evidence on the use of intensive phonics in spelling programs. (DD)

Describes how a purposeful, creative use of show and tell can help develop students' speaking, listening, and thinking skills. (DD)

Considers ways to use creative dramatics to develop competence in speaking, listening, and--by extension--writing. (DD)

Notes that a premium has been placed on written composition in American schools. Discusses classroom research that demonstrates the power of oral composition. Suggests that to help all children become better composers, educators must involve them in authentic oral, as well as written, composition. (SR)

Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

Focuses on the narrative function to show how children can build on another speaker's turns in conversation and can build on their own utterances as they speak. Analyzes children's dialogs and narratives to highlight the primacy of the oral language arts as they are enacted in daily conversation and play. (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 number of nonnarrative films and suggests ways to use them to integrate media into subject areas, to teach production techniques, to critique films and other visual productions, and to develop good visual taste. (DD)

Presents ten opportunities for using comic books in the exercise of oral, listening, reading, writing, and vocabulary skills. (DD)