Traces the progress of a beginning adult reader along the literacy continuum shown by child readers. Provides suggestions for teaching reading and writing to beginners which build on a learner's personal experiences and knowledge of language. (ARH)

Suggests effective means of integrating computers into adult literacy education using commercial word-processing and data base programs including teacher-student interaction. Points out that activities used in most "reading software" are not consistent with the cognitive view of comprehension. (Auth/ARH)

Presents an acrostic of the word "summary" designed to help students write a summary correctly. (RS)

Offers five steps to prompt students' engagement with a short story and their enhanced understanding as well as enjoyment of writing. Lists short stories useful for this activity. (SR)

Reports on teaching strategies that strengthen students' reading skills in identifying how autobiographical writers signal specific purposes. Notes that students benefit from making stronger links between their reading and writing. (SR)

Describes the Guided Reading and Summarizing Procedure (GRASP), a classroom procedure for teaching students how to compose summaries of their reading. Describes the basic steps needed to implement the procedure: (1) preparing the students for the lesson; (2) reading for information; (3) organizing remembered information; and (4) writing the…

Describes how a junior high school reading teacher used picture books for motivating reading, developing critical thinking skills, and combining reading and writing. Lists 10 picture books appropriate for junior high school students. (RS)

Presents a way of interesting students in high school literature by starting with children's books. The technique involves teacher modeling, using illustrations to motivate writing, and linking a children's book with a more advanced work on a similar topic. (SKC)

Discusses instructional activities designed to foster the reading-writing connection in the content area classroom. Describes the use of "possible sentences," learning logs, freewriting, dialogue journals, the RAFT technique (role, audience, format, and topic), and the "opinion-proof" organization strategy. (RS)

Suggests that writing helps reading comprehension only if the writer is aware of the relationship between reading and writing and if the writing is purposeful. Presents three purposeful writing activities. (ARH)

Synthesizes documents from the ERIC database concerning the research paper as an effective tool in developing communication and study skills, and suggests strategies for helping students successfully research and write a paper. (RS)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

Describes an instructional approach for developmental readers beyond secondary school that uses the integration of reading, writing, and speaking as the vehicle to develop critical thinking with text. (SR)

Describes newspapers as a good alternative to the traditional writing textbook and discusses how they can be used at all age levels to develop three stages of the writing process: prewriting, revision, and publishing. (JD)

Explains how the SQ3R methods of reading textbooks was used to teach the writing of a research paper and tells of eighth grade remedial readers creating their own trivia game. (HOD)