Teachers often become dominated by the demands of subject disciplines and fail to provide opportunities for pupils to learn by talking, reading, writing about experiences they meet, for in this way they will come to terms with subject disciplines. (Author)

Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)

Reports gains in vocabulary for a group of Head Start children whose mothers read to them at least 15 minutes a day. (SB)

Practical suggestions for the treatment of false cognates and makeshift or expedient translations in vocabulary instruction. (RS)

Using words they learned from their own experiences children develop a personal vocabulary, which they can use in the more formal reading experiences they'll meet in the first grade. (Author/RK)

Describes the organization of classroom Reading Learning Stations as one way to provide individualized learning experiences. (RB)

Five types of dialogs are discussed and examples of each are given. (FWB)

Understanding the involvement of reading skills with the development of musicianship may help to differentiate between the pupil who really has no musical talent and the one who is merely defeated by a lack of competence in the required reading skills. (Author/JB)

The author urges that children's natural sense of design be stimulated in their early years. Too many teachers, she says, place exceptional emphasis on technique and realism. Instead, students should be encouraged to enjoy visual relationships and learn the vocabulary they need to discuss visual qualities with the teacher. (PD)

Reports topics and institutional sponsors of 1969 Australian research into the teaching of English. (SW)