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)

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)

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

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)

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…

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)

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)