To benefit rather than suffer from language, we must keep it in its place, in balance with other functions of the organism. (DD)

Presents three basic tenets of the language across the curriculum philosophy: that language develops primarily through its purposeful use, that learning often involves and occurs through talking and writing, and that language use contributes to cognitive development. Discusses important practical implications these principles have for effective…

A review of research reveals that explicit knowledge of language is not always desirable; instead, children should be exposed to language and have experiences which provoke language use. (DD)

Reviews research studies, available through the ERIC system, on the interaction of cognitive, social, and language development, drawing implications for language arts instruction. (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)

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)

To determine student readiness in any academic subject, teachers must determine individual levels of cognitive competencies children possess.

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

Suggests ways that speaking and listening, reading and writing can be brought together in the learner's mind. (DD)

Describes how a purposeful, creative use of show and tell can help develop students' speaking, listening, and thinking skills. (DD)

A review of research and theory demonstrates that teachers can learn much about students' cognitive and linguistic skills by exploring their understanding of proverbs. (DD)

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

Examines the interaction between a preschool girl and her father during story reading time. Argues that such observations can lead to an understanding of ways in which children become more mature readers-thinkers and enable teachers to match reading expectations to the students' reading level. (HTH)

Discusses the characteristics of a nurturing and of a constraining classroom environment and the effects of each on children's learning to write. (HTH)