This article is a discussion of the decades of research linking achievement to the arts: the Cognitive, the Motivational, the Cultural, the Practical, etc. in response to districts cutting the arts to make way for the "basics," or to save money for literacy consultants and math programs to prepare students for standardized tests. The article…

This article describes an original way to integrate the visual arts with classroom literacy practices. Artists have a well developed repertoire of ways to observe the world around them through fresh eyes, and classroom teachers can use many of these same techniques to help young readers focus on subtle clues to meaning in stories. We describe…

A description of how primary grade children made their own soap is told in detail. (JH)

Presents responses of 16 prominent people in the field of reading/language arts to a question concerning what single most important thing the profession knows in the 1990s that it did not know in the 1960s. Notes common themes of the influence of writing, use of good literature, and integration of language arts. (RS)

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

Examines the underlying rationale for using themes in contemporary classrooms. Examines guidelines for choosing and evaluating themes. Reviews what is meant by themes in various settings. Concludes that there are some issues that must be confronted by language arts professionals if the movement toward integrated thematic teaching is to result in…

Discusses approaches for helping upper elementary-age children learn about words through integrated study of spelling, grammar, and meaning. Describes what word study is, discusses word study in an integrated language arts unit (providing several examples), and offers reasons for including word study in a language arts program. (SR)

Discusses how role-taking can provide a viewpoint for a writer and a real audience for children's writing. Argues that role-taking offers a more accessible route to certain kinds of language uses, particularly impersonal genres and written standard forms that are educationally valued, than direct instruction. (SRT)

Describes an award-winning program that integrates art throughout every stage of the writing process. Suggests that the program provides an alternative pathway into writing for children with diverse learning styles. Discusses research supporting the effectiveness of the program. (RS)

Presents annotations of 12 books, conference papers, and other materials concerning the reading/writing connection, literature-based reading, and whole language. (RS)

Learning stations were planned that combined the teaching of English skills with History content.

Many types of historical activities are described that enabled sixth graders to study the history of their community.

Exercises integrating mathematical concepts and reading are explained.

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)