An article first printed in "Elementary English" in September 1953 which reviews language acquisition and development in children. (DD)

Recounts the author's experiences as a 2-year-old Elvis Presley fan who learned how to recognize, retrieve, and play a large number of his favorite 45 rpm recordings. (RS)

Encourages teachers to evaluate the appropriateness of language activities in the light of the language competencies children possess. (DD)

Recounts an incident illustrating a child's development of communication skills and offers suggestions for parents to help facilitate that development. (HTH)

Discusses (1) the possibility of children developing meaningful lives, (2) literature as a way of understanding children's lives, and (3) the importance of understanding children's consciousness and how this might be done. (SRT)

Argues that there is a developmental relationship between children's performances in reading and writing tasks and describes two diagnostic tasks that teachers can use to assess young children's developing concepts of words in reading and in writing, without interfering with the natural processes of learning to read and write. (HTH)

Uses several anecdotal accounts to illustrate principles of linguistic and cognitive development, and then applies these principles to classroom strategies for teaching reading. (DD)

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 observations of three children's styles of symbolic language focusing on how each leaned to different degrees on drawing and talking to create their imaginary worlds and thus faced different challenges in rendering those worlds in print. (SRT)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

South American educator and author Freire discusses qualities important for the teacher, his vision of education and the growth of young children, and the role of language and reading in that vision. (HTH)

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

Points out the types of information teachers can learn from children's "mistakes" in language, reading, and writing; urges teachers to look at "mistakes" analytically rather than from a correctional perspective. Notes the need for teachers to understand the developmental nature of language skills and to observe each child in many contexts. (ET)

Presents evidence revealing the complexity of young children's language understandings with regard to spelling patterns, parts of speech, and vocabulary; points out that teachers must build upon the language knowledge that children bring to school. (GT)