Makes a case for maintaining experience charts which record children's language in dialect and in Standard English. (RB)

Describes the benefits of having students tape their own stories for use by the entire class. (RB)

Children's drawings provide a natural introduction to reading and writing. (JM)

Explores some of the story concepts evident in children's story retellings and story writings. (FL)

Concludes that preschool children know that print conveys information, yet frequently use environmental cues rather than letter knowledge when they appear to read. (FL)

Looks at research and practice in the area of idioms and offers suggestions for teaching them effectively. (FL)

Points out that children must master a great deal of information about form classes, written conventions, and word referent relationships in order to understand what teachers mean when they use the term "word." (FL)

Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)

Reviews significant research into child Black English, describes some of the controversies raised by that research, and offers some implications for teaching suggested by the research. (FL)

Discusses the interacitonal function of language. (FL)

Reviews research using sentence length as a factor in predicting readability and discusses the possibility of sentence complexity as a more accurate variable. (TO)

A thorough knowledge of the relationship of language and reading will lead to more effective teaching than following a list of basic skills. (MKM)

Sets forth educational inferences drawn from a classroom incident involving a first-grade child and her first story writing experience. (FL)

Argues that by encouraging children in their early writing efforts, adults can help them develop into confident and comfortable writers. (FL)