Describes the process of play as a basis for language arts learning by gifted children. (DD)

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

Examines and discusses ways in which the presentation mode can affect children's talk when they are engaging in dramatic dialog. Gives special attention to those differences in language that occur across varying contexts of situation in drama. (HTH)

Children should be exposed to a rich linguistic environment, but language learning tasks cannot and should not be optimally ordered. (DD)

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

Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Provides an overview of "A Language for Life," the Bullock Report, and discusses some of its more important features that have implications for American language arts teaching. (DD)

Describes four-year-olds' fantasy play, and how their language manifests their imaginations, moods, and personal fears. (HTH)

Suggestions on incorporating children's chants, games, riddles, and songs into the language arts program. (SP)

The author describes a field-based program which integrates current theory of how elementary school children develop oral and written language processes with the role of the teacher as researcher, reflective practitioner, and effective planner. (MT)

Teachers should enrich students' language environment, give children opportunities to practice their language, and allow feedback on language to occur. (DD)

Discusses recent research highlighting both the child's growth as a reflective language user and the school's capacity to enhance or hamper that growth. The research is concerned with the need for children eventually to use language in decontextualized ways, without the supporting context of visible or manipulable objects or actions. (HTH)

Discusses children's concepts about stories, by examining interview responses. (AA)

Poetry is an important ingredient in the elementary school curriculum both for its intrinsic qualities and as a vehicle for other subject matter. Rhythm, rhyme, word choice and relationships are best seen and felt by children listening to poetry and, in later elementary school, reading poetry themselves. Children can be motivated to write too,…