Reviews studies on the whole-language approach of pairing reading and writing courses to enhance the learning in both. Describes a study of 154 students enrolled in basic writing. Results suggest that simultaneous enrollment in a reading class will not significantly influence ability to pass basic writing. (PAA)

This article reviews recent projects using text structures and the writing process as frameworks to guide the composition dialogue. Learning-disabled students' attitudes toward writing as a required skill rather than a means of expression are confronted in the emphasis on dialogue. Several blank forms for organizing prewriting thoughts are…

Reports on two studies to determine if teaching poor readers to use inner speech could improve their reading and writing skills. Finds that both experimental groups improved significantly in both reading and writing. Includes three tables containing comparative experimental data. (CFR)

Supports the use of the applied linguistics technique of error analysis (i.e., charting and analyzing patterns in language errors) in developmental writing instruction. Argues that error enables teachers to diagnose the cognitive strategies and processes used by students in writing. Discusses teaching strategies and the approach's limitations.…

To assist second language teachers, administrators, parents, and other teachers to better understand how foreign language instruction helps students develop literacy skills, this paper discusses research about the commonalities between first and second language reading and writing. It is an outgrowth of the North Carolina State Board of…

Research on learning disabilities in students is reviewed, and classroom techniques for college instruction to support writing among these students are suggested. They include making an extra effort for clear classroom communication, dealing with errors in writing mechanics, helping students achieve coherence, giving hints for planning and…