Summarizes the essential research on the interrelationships of reading, response to literature, and composition. Shows that readers and writers are both creators of meaning. Discusses a plan by which students develop--and appreciate--their responses to literature and integrate the acts of reading and writing. (RL)

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Considers the role of oral language in reading and its implications for the primary grades teacher. Provides a number of activities that integrate reading, speaking, listening, and writing. (FL)

Examines research on cultural literacy (knowledge of what others know) and relates this research to writing skills and the teaching of writing. (RL)

A study of the use of television scripts and viewing to involve students in reading found that both teachers and students thought the CBS Television Reading Program had a positive effect upon student reading comprehension, enjoyment of reading, listening, and class participation. (CMV)

The author proposes four steps to improve reading and writing skills instruction in secondary schools, in line with the call for a return to "basics" in the CBS television special "Is Anyone Out There Learning?" All articles in this journal issue comment on this television program. (SJL)

Presents study conducted to determine whether sentence combining approach would increase rate of written syntactic development of college students of French, German, and Spanish. Results show it is effective for teaching some aspects of writing to intermediate foreign language students. (BK)

Presents the advantages of an analytic, constructivist, holistic view of language learning and training, whether native or foreign, written or oral, productive or receptive. Argues that context (setting the linguistic forms in a communicative competence framework) is the critical issue. (HOD)

Describes a nine-step instructional sequence for teaching older disabled readers how to complete job application forms. Provides research findings in support of the program, as well as a sample employment application that includes items frequently appearing on actual job applications. (JT)

Describes two assignments: one dealing with the writing of sales and collection letters and the other concerning critical-incident scaling and decision-making effectiveness. (FL)

Describes a course that uses translation of literary French into English to heighten students' awareness of the two languages and of literary composition. (AM)

Describes a technique of using the collage in teaching single paragraph and experiential writing. The collage is an exciting motivational device that helps students express their thoughts first in pictures and later in words. (CMV)

Included are suggestions for ways to incorporate the teaching of language skills into middle school science courses. Listed are communication skills that overlap in English and science. Grading methods and writing assignment topics are described. (CS)

Investigates to what extent ESL learners' syntactic errors in written communication cause comprehension breakdown. The variables considered are the omission, insertion, and wrong choice of articles and connectors. Results indicated that errors concerning connectors cause communication breakdown more often than do errors in article usage. (PMJ)

Discusses techniques that facilitate student learning, conserve instructor time, provide a rationale for course and materials design, and increase inter-rater reliability. Includes suggestions for providing for student differences, determining what to teach and when, and saving time in grading compositions. (PMJ)