Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL)

A positive teacher attitude, supportive learning atmosphere, discussion of student experiences, varied reading opportunities, and extensive writing experiences are five factors indicated by research as significant in encouraging students to write. (HTH)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Discusses computers and related technologies as a significant means for acquiring language arts skills. Samples a wide array of uses for educational computing in English and language arts classes. (SR)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

Examines structural ties that children use to join their sentences into a coherent paragraph or composition. (HTH)