The article looks at the variety of practices that different societies (Britain, Quebec, Ontario, the United States, and Belgium) have adopted to foster the mastery of the host language by immigrant students, with a special focus on the degree to which such endeavors follow an immersion or a specific services formula and on the role they grant to heritage languages.

By examining the big issues in early reading research, the authors draw lessons suggesting the importance of the synergy between previously warring factions.

This article explores the tensions surrounding multicultural literature for children and traditional literary values and considers the challenges posed for those concerned with the creation, production, distribution, and consumption of children’s literature.

Using historical and contemporary perspectives, the paper argues that reading is a malleable social practice with identifiable moral and ideological consequences

The process of learning to teach is comparable to learning to write because the fundamental activities in which teachers take part are in many ways like the activities of writers. Implications for teacher education are discussed, especially with regard to the trend to establish a scientific knowledge base for teaching.

The verbalized thinking of two sixth grade children while reading is analyzed using schema theory. An outline of a critical thinking theory is given and contrasted with schema theory. Conclusions for reading theoreticians are discussed.

A response to Moshman's article, Faith Christian v. Nebraska: Parent, Child, and Community Rights in the Educational Arena. Faith Christian as it stands does not present a rational alternative that calls for First Amendment protection. Faith Christian lacks the kind of epistemic credibility that comes from appropriate evidential backing.

The greatest advantage of teaching English as a humanities subject is in the way it encourages children's natural abilities to express themselves creatively in words and to empathize with others. The history of the creative movement in Great Britain is traced through various literature.

The language of the central nervous system (the brain) differs from logical structures of language. Sound and movement together make up the total response patterns of the individual. In order to investigate the properties of interaction rhythms, verbal and nonverbal, the expressive and performing arts must be understood.

Silicon-based intelligence (SBI) and carbon-based intelligence (CBI) are now working together in inseparable union, in ways that could not even have been conceived of in earlier periods. Even so, primitive memories in CBI occasionally still tend to stir, but the new quality of undivided intelligence is able to deal with these before they can run away with themselves and once again dominate everything with their irrationalities and absurdities.

The humanities are described as the custodians of the human image. Today's humanities have burdens which are social and conceptual. Higher education training in critical thinking works against the image of man, which keeps civilization vital.

Humanistic studies are defined by several characteristics: the temporal view of values and a refusal to repudiate the past as irrelevant; the importance of human actions and beliefs; and the dual qualities of objectivity and subjectivity.

From the study of communication the following principles may be applied to a theory of teaching: 1. that communication is exchange; 2. that information resolves uncertainty; 3. that guessing is pattern-matching; 4. that patterns are more or less inclusive. This paper offers a discussion of the four principles cited above.

The author describes four routes by which a teacher can find out if her pupils are learning: 1. By asking them questions in class; 2. By checking their homework; 3. By scoring their tests which she devises; 4. By computing their scores on standardized tests.

The author is suggesting that despite his distrust of conventional rules, Professor Thorndike, to the extent that he is himself at all unconventional, becomes so only through excess of conservatism. The question that arises is whether some connection can be traced between his practice and his opinions.

A description of the Thorndike-Lorge Reading Test. The Thorndike-Lorge Test is planned as a general test of silent reading comprehension. It includes all the important factors in silent reading with reasonable weight for each factor.

Consider these simple questions: How many English words should the ordinary boy or girl know the meanings of at the end of Grade 8? Which words should all or nearly all pupils know at that stage? In what grades and in what connections should they be learned?

The grammar that is commonly taught in elementary schools to-day has a long and unbroken descent to us from its origin in Greece. Though in every age called grammar, it has not always had the same content and purposes; both indeed have changed so often that definiteness demands a careful explanation of the term whenever it is used.

A discussion of the general claims for grammar. Tests for grammar are given.

A discussion of conditions secured at the Horace Mann School.

In order that some data might be obtained regarding the effect of grammar, formal and informal, as it is ordinarily taught, the tests previously described were given to pupils in five public schools in Illinois. These towns were selected so as to afford as fair contrasts as possible.

The purpose of this study is to present a survey of contemporaneous tendencies in the teaching of spelling. It is a summary of the situation in which the elementary teacher finds himself, with some explanation of the forces, traditional and radical, which have moulded it.

page I. THE NEED TO STUDY OUR INSTRUCTION IN SPELLING 9 1. Our Sensitiveness to Spelling Defects 9 2. Resulting Complexity of Methods 10 3. The Need of Evaluation 10 4. A Preliminary Survey of Present Methods 11

Our teachers are peculiarly sensitive to the misspellings of their pupils. In geography, history, or mathematics they are fairer to themselves and the children in making allowance for inevitable imperfections in the results of their teaching. In spelling they forget that their pupils are not grown but growing; and a lapse or error becomes a source of exaggerated discouragement or irritation.

It is obvious to any careful professional observer that the status of instruction in spelling has greatly improved within a quarter of a century. An increase in the types of teaching employed for both old and new purposes has been a source of fruitful selection. Old methods have given way to new or have persisted against innovations that had less logical claim to success.

In the beginning the subject of spelling was closely associated with the subject of reading, a relation somewhat difficult for the modern trained teacher to understand since spelling, like penmanship, is technical equipment made necessary by the demands of written expression.

THE SELECTION OF SPELLING MATERIALS The source of the words taught in the spelling periods has been largely suggested above. The changing relationship of spelling to the other school subjects unavoidably affects the spelling vocabularies utilized.

THE GRADING AND CLASSIFICATION OF WORDS The standards which have determined the composition of spell ing lists to be taught to all children are the school's rough approximations to the actual social demand which says that each child should know how to spell the words in most frequent usage among ordinary adults. Rough as these approximations are, they are recognition of the social factor in the construction of the course of study in spelling.

ASSOCIATING MEANING, PRONUNCIATION, AND SPELLING The Three Factors to be Associated Ability to spell includes more than the power to recite in their conventionalized order the letters composing a given word. It involves an accurate command of that fact in connection with two others, namely, meaning and pronunciation.

TEACHING THE MEANING OF WORDS As spelling has improved in its methods of teaching, it has steadily given a larger place to the development of the meaning of words within the spelling exercise.