Author recalls his grade school spelling fears. (SP)

An interview with Maurice Sendak, illustrator and writer of childrens literature. (RB)

Study conducted to determine if performance would be better with a felt pen or a ball point pen and on college ruled as opposed to unlined paper. (RB)

Believes that a story told has more impact on children than a story read from a book or watched on television. Discusses the development of vocabulary, listening ability, and comprehension as well as creativity and imagination through story telling. (RB)

Attempts to define exactly what is meant by appreciation of literature. (MB)

Believes that most children's books avoid an honest treatment of death and its repercussions on a family. Reviews six books that show a special sensitivity to the emotions of fear, shame, anger and the difficulty of adjustment following the loss of a loved person. Lists books and publishers. (RB)

A hierarchy of listening skills composed of environmental skills, discrimination skills, and comprehension skills can be used by teachers to develop an effective language arts program that includes an awareness of the stages of auditory perception. (JH)

Offers reactions of seven year olds to some of the books read to them and evaluates the books in view of these reactions. Bibliography of books under discussion. (RB)

The rich oral language experiences given children in Russian preschools and primary schools accounts for their subsequent success in reading. (JH)

Educational experiences which facilitate the development of original thinking and learning are (1) the "open system" of education which stresses freedom at home and at school; (2) the emphasis on sensory awareness of the environment; (3) the development of curiosity and sense of wonder; (4) the growth of imaginative powers and original thinking…