Notes that few books dealing with computers are available for elementary school students. Provides an annotated list of the books that are available and makes suggestions for their use. (FL)

"How can the children learn," parents ask, "when they are having so much fun? How can they learn when all they do is play?" Examines the work of educational theorists in answering such questions. (Author/RK)

All interest necessarily links the person with the external environment: the object/s of interest. Research into children's interests is examined in the context of a rapidly-expanding literature which has generated several powerful concepts in recent decades, notably "individual interest", "situational interest" and "topic interest". The first is…

In stimulating children to discuss their feelings through language arts activities, puppets and poetry were utilized. (RK)

Children will write well only when they speak in their own voices about their own concerns. (DD)

Suggests that too much English teaching ignores children's feeling for language. (Editor)

Suggests activities that are intended to help children understand and become more familiar with the legends and myths that are read to them. Argues that the study of classical myths and legends should be part of the English curriculum. (HOD)

While critics draw important attention to worrisome aspects of digital cultures, they may be missing a much larger point about how young people live in a digital world, how they create and re-create themselves and their identities in ways that are remarkably foreign to others "digital immigrants". In this article, "digital immigrants" refers to…

Suggestions are given on how to write stories for students, taking into consideration plot, vocabulary development, and interest levels. (JH)

Describes a language arts program in a Brooklyn, New York, public school in which children are questioned about their writing and their interests and allowed the freedom to put any interest on paper. Discusses the problems children encounter with such writing freedom, as well as the program's effectiveness. (HTH)

Describes how a teacher, faced with the task of taking an inventory of classroom materials, used the situation as a meaningful method of teaching mathematics, social studies and language to her third-grade pupils. (Author/MP)

Many children do not enjoy social studies because they see it as having little, if any, relevance to their lives. That response is attributable primarily to two factors: Dry content and even drier instructional strategies. Teachers know that if material presented to children is not meaningful and relevant to their lives, real learning does not…

Suggests ways students can benefit when elementary teachers combine reading instruction with art activities. (JC)

For Part 1 of the article, see Modern English Journal'', v4 n2 p111-23 Jun 1973. (HW)