The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in "scientific" reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of…

This article illustrates not only how students with special needs grew as writers in an inclusive writing community, but also how a fourth-grade teacher systematically structured the learning environment and tailored her instruction to guide her students to develop as writers as well as to improve their language skills. (Contains 4 figures and a…