Articles in this yearbook cover a variety of topics in the field of language arts instruction, such as applying recent metacognition theory in reading instruction; using of journals, videotapes, and humor in the classroom; training reading teachers; and improving students' speaking and listening skills. Articles and their authors are as follows: (1) "Dialogue Journals in Elementary Methods Courses" (K. E. Danielson and K. H. Wendelin); (2) "Achieving a Purpose for Reading: The Metacognitive Strategies of Reading Methods Students" (M. F. Heller); (3) "Preparing Reading Teachers to Use Research in Teaching" (T. R. Schnell); (4) "The Language Arts Classroom and Early Practicum Experience--Learning Techniques and Screening Devices" (D. Cunningham, P. McClurg, and L. Zorko); (5)"Using Videotaped Remedial Reading Instruction to Improve Teaching" (W. Ramsey and D. Rocchio); (6) "Building Listening Comprehension: Models for Use with Pre-Service and In-Service Teachers" (B. Sperling and D. Padron); (7) "Secondary Teachers' Awareness of Reading Skills" (B. A. Lloyd); (8) "Darwin Discovers the Teacher of Writing" (R. Wilborn); (9) "What's So Funny? Utilizing Characteristics of Humor to Teach Critical Reading Skills" (J. E. Parks); and (10) "The Language of Children's Oral and Written Stories" (M. Ice). (SKC)