Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Examines findings of research focusing on writing as a process. (DD)

Discusses research on the nature and strategies of children's invented spelling, including a developmental model of such spelling. Suggests ways to encourage invented spelling, while examining whether it will interfere with learning to read and write standard spelling. (HTH)

Reviews research studies on the nature of children's understanding of the writing process and how teachers can better help children learn to write. (HTH)

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)

Reveals the lack of research on children's writing and suitable writing instruction in the last 25 years. Points out the inadequacies in the research that is being done and the need for better research methods that take writing context and environment into account. (HTH)

Presents examples to substantiate the observation that children experiment with and benefit from writing long before they receive formal instruction, and suggests ways for parents and teachers to avoid obstructing this natural and healthy tendency. (HTH)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

Describes some of the ways in which students can be organized for reading and writing instruction. Suggests that educators must first identify the key components of literacy, then clarify a view of instruction and learning. Argues that recent literacy research has analyzed processes and texts but has overlooked the larger literacy contexts. (SG)

Proposes that an awareness of writing as a process is the necessary basis for building effective writing programs, provides examples of activities that promote more creative writing samples, and expresses the need for emphasis on different purposes and audiences for writing assignments to broaden young writers' styles. (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)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (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)

Examines the distinct and sequential aspects of revision in the writing of first graders, as determined through a teacher's classroom research. Lists factors to consider when adjusting teaching styles to children's early writing processes. (HTH)

Describes the progress of a kindergartern child acquiring English as her second language. (DF)