Outlines how word processing programs can be used to create flexible programs for teaching reading and writing skills. Describes two curriculum development projects in the U.S. Department of Education Basic Skills Program that used word processing to develop an integrated language arts program. (MD)

Offers half a dozen methods for "publishing" or sharing students' written work. These include reader's theatre for students' poetry, medieval manuscript illumination, and computer graphics. (HTH)

Hearing-impaired students (N=508) were administered a language-arts achievement test containing 25 items drawn from a computerized item bank developed with hearing students. Results showed that the items did not form an adequate Rasch-based test. Furthermore, the difficulty order of the items differed in the hearing and hearing-impaired…

Describes the author's self-fulfilling experiences in a storytelling workshop, and how she strives to give students the same discovery through stories. (HTH)

Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Examines some of the assumptions behind the imitation of writing models and questions the power of using this model for improving writing performance. (HTH)

Photography projects that incorporate art, drama, and writing activities help students develop a deeper appreciation of the books they read. Using photos to make book cubes and to sequence stories allows students to share their responses without writing. (DF).

A holistic language program is described which combines all the language arts, is based on cognitive/psycholinguistic principles, and can be used in resource rooms with learning disabled students. (CL)

Offers tips that can help teacher supervisors grow and develop even when faced with financial restrictions. (FL)

Discusses potential microcomputer applications in the language arts classroom, including computer assisted instruction, computer managed instruction, and information processing. Examines several disadvantages of the current technology such as its emphasis on visual skills at the expense of oral language. (HTH)

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

Discusses children's self-image and its relationship to language acquisition and reading readiness. (DD)

Recommends instruction at the undergraduate level in the history of language usage in order to place linguistic rules in the proper perspective of developmental change. (KS)