Points out that traditional teaching methods, which have been replaced by more effective methods for the majority of students, are still used for low-ability students. Argues that these students need the best materials available and teachers who are knowledgeable about current educational theories. (SRT)

Asserts that Basil Bernstein, a British educational sociologist, provides answers to questions about the real beneficiaries of various educational reforms. States that Bernstein's later essays can be read as variations on a single theme: not all change is progress, not all existing practice is reaction. (MS)

Suggests three levels of reading. The first is exemplified by E. D. Hirsch's prescriptive "cultural literacy." The second is interpretive, typified by the "strong reader." The third is critical and is best suited to dealing with the complexities of poetry. (ARH)

Points out that the use of the library is an important part of the educational process and that teaching recreational reading and browsing skills should be mandatory.(EL)

Explains how, in a second-semester freshman composition course, Louise Rosenblatt's model for the process of reading literature was used with James Moffett's concept of the process of writing to create a linked series of reading-writing exercises based on Joyce's "Counterparts." (FL)

Suggests ways in which reading teachers can help the non-native speaker of English to assimilate new linguistic patterns. (KS)

Argues that since the black child is handicapped not so much by a lack of reading skills but more by certain phonic sounds he is forced to memorize, black language will not aid him in learning English. (Author/JM)

Sponsored by the Committee on Research, National Council of Teachers of English. (Author/RD)

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…

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

Discusses the language experience approach to reading and writing and describes how such an approach would benefit limited and non-English speaking high school students. (DD)

Asks whether teachers should teach the art of insightful reading or live in fear of parents and other well-meaning arbiters who may bar Shakespeare and other challenging texts from the curriculum. Examines the meaning of censorship, what censors fear, and the possibility of discussing mature topics with secondary school students. (TB)

Describes how a film and a book containing a collection of letters written by soldiers stationed in Vietnam can be successfully used in the reading and writing classroom. (KEH)

Lists the recommendations and rationales by 14 teachers for film/book combinations successfully included in the classroom. (KEH)