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)

Provides a retrospective of the research of Walter Loban. Discusses the primacy of oral language, language development, and the interrelationships between oral and written language in his research. (RS)

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

Describes an attitude study which suggests that by the age of eight or nine children are developing stereotyped attitudes toward speakers of nonstandard English. (DD)

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)

Tells how children's spelling strategies offer a glimpse of their knowledge about words; describes a study indicating that children's knowledge about words develops sequentially and systematically over an extended period of time. Discusses implications of the study for spelling instruction. (GT)

Presents a historical perspective on child language research, termed "stingy" because of the lack of financial and institutional support. Speaks of the pioneers and present researchers who study child language as men and women of unusual determination and commitment. (HTH)

Reports preliminary findings from a study of kindergartners using LOGO in a computer laboratory. The study highlights the oral language that occurs while children produce computer graphics. (HTH)

Presents a variety of social contexts for verbal interaction between adult and child and between children. Discusses the variations in interaction caused by different contexts, as well as features that are consistent across contexts. (HTH)

Examines psychologist David R. Olson's current work on children's language development and its possible educational implications. Stresses the increasing tendency to investigate children's language development in relation to their thinking and learning rather than in isolation and to include literacy development in the oral language development…

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)

Five educational leaders--John Downing, Richard E. Hodges, Charlton Laird, Pose Lamb, and Roy C. O'Donnell--offer reflections on significant developments in research on language development during the 1970s and on their hopes for language research and instruction in the 1980s. (GT)

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)