Suggests that educators help students see their literacies as grounded in situation and community. Argues that high schools should provide a multitude of situational contexts for literacy-learning experiences beyond the general academic community. Draws on genre theory to offer five general suggestions for improving the teaching and learning of…

A Swedish linguist talks about his work and the role of reading and writing in helping immigrants achieve full bilingualism. (FL)

Suggestions for teaching main idea, thesis, theme, topic sentence, and clincher as related concepts are provided. (MKM)

Examines research concerning the relationship between Black vernacular English and reading and writing. Makes recommendations for future research. (HTH)

Focuses on keys to managing a mastery learning model of instruction. (AEA)

Discusses the apparent chaos of two student activities in a seventh-grade reading and writing workshop in the light of physicists' recent theories of time. Show how time is thought to be organic and evolving, with the past active in the present, and with students using time not in a linear way but as a whole. (SR)

Describes a method of using writing to improve high school students' reading skills. (AEA)

Reviews research and concludes that many studies support the use of various types of writing to help students develop their reading skills. (AEA)

Argues that the "good" reader in school, who has mastered reading skills, does not offer a natural starting point for progression to the "good" reader of adulthood who is an active and voracious reader. Stresses that reading in school needs to reflect reading attitudes and behaviors of "good" adult readers. (RS)

Describes the Thesis Analysis and Synthesis Key (TASK), a strategy which helps high school and college students to think through the elements of an argumentative essay, and to write more convincing arguments themselves. (SR)

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)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Contributors (1) offer suggestions about using the newspaper for vocabulary development and involving students in problem solving activities, (2) describe a course designed for parents who want to help their children with reading, and (3) discuss the names of diacritical marks. (FL)

Discusses how computers can "converse" with students for teaching purposes, demonstrates how these interactions are becoming more complex, and explains how the computer's role is becoming more "human" in giving intelligent responses to students. (HOD)

Offers a view of literacy within the Australian context and traces the progress of two language and curriculum development projects. (AEA)