The current state of research on language learning processes is reviewed, and the implications of that research for language arts teachers are discussed. (HTH)

Presents an outline of six basic preparation activities for student actors, including reading the play, doing historical research, elemental exercises, learning the part, creating the character, and exercises in movement and voice. (JMF)

Rexford Brown, Thomas D. Horn, James Sledd, and Rudolph C. Troike discuss the most significant language arts developments of the 1970s, their hopes for the 1980s, and references of value to elementary language arts teachers. (DD)

Discusses the complexity of the experiences dealt with by young children in story telling, their mastery of techniques and literary forms, and the relationships between the stories and the story teller's own life. (DD)

Alvina Treut Burrows, Kellogg W. Hunt, Richard Lloyd-Jones, and Charles Read comment on significant developments in writing during the 1970s, hopes for the 1980s, and important references dealing with teaching children to write. (DD)

Describes how a comparison chart may be used by children in grades three through six to record and organize information from several sources for student reports. (DD)

Jeanne S. Chall, Roger Farr, John C. Manning, Robert B. Ruddell, Russell G. Stauffer, Dorothy S. Strickland, and Richard L. Venezky comment on significant developments in reading during the 1970s, hopes for the 1980s, and important references dealing with teaching children to read. (DD)

Suggests ways to involve children in recording examples of folklore such as superstitions, folk remedies, proverbs, and games. (DD)

Presents the findings of a questionnaire survey of 100 American colleges and universities regarding language arts methods courses and topics. (DD)

Describes a language arts project which used students' own first names as the project theme. (DD)

Compares two film adaptations of Robert McCloskey's "Homer Price," concluding that the Weston Woods' version, "The Doughnuts," is valuable for use in the language arts program. (DD)

Uses anecdotes to illustrate suggestions on how to involve reluctant learners in the study of English. (DD)

"Ready...and...tiptoe!" Creative movement adds style and structure to classroom learning. (Editor)

A fictitious festivity features nouns, adjectives and verbs as the guests of honor. (Editor)

A sequential program in listening is just as important as a sequential program in reading. (DD)