Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

The current state of research on language learning processes is reviewed, and the implications of that research for language arts teachers are discussed. (HTH)

The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)

Uses both the findings of formal research studies and the observations of sensitive teachers to illustrate the power of language for helping children gain control over, and put their mark upon, their surroundings. (HTH)

Discusses four aspects of listening comprehension citing supportive research: (1) what is involved in listening comprehension, (2) whether it be taught, (3) how it is related to reading comprehension, and (4) what other factors affect listening comprehension. Provides recommendations for teaching. (HTH)

Suggests that children learning English as a second language will profit more from interaction in meaningful situations with native speakers of English than from separate language instruction with other nonnative learners. (DD)

Reviews several studies from the ERIC system that deal with the relationship between listening and reading skills and suggests resources for teaching listening skills. (GT)

Provides a historical view of child language research, showing that investigations of child language have come full circle in their approach to gathering data. Discusses implications for teachers in encouraging children's progression to adult-like conversation. (HTH)

Outlines the beliefs people have about speech styles, how and why people modify speech styles, and the role of speech style in social identity. Discusses educational implications of these findings. (RL)

Describes ERIC resources that present research on children's language usage and development and that suggest activities for the promotion of language development. (ET)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)