Weekly poetry fests, using poetry throughout the curriculum, and giving children a sense of the tremendous variety of poetry are discussed as methods for helping children appreciate poetry. (HTH)

Demonstrates how peer interaction during writing helps children experience connections between reading and writing. Describes children's responses to unfinished pieces, a peer's "published" piece, other students' published books (read aloud by a student other than the author), and to books written by professional authors. (HTH)

Discusses the measurable benefits in reading improvement, language skills, listening skills, and access to material beyond present skills that children receive from teachers reading aloud. Includes guidelines for successfully reading aloud in the classroom and a brief bibliography of sources of good books to read aloud. (HTH)

Illustrates the importance of rereading a story to children several times, enabling them to grasp its significance and meaning. (HTH)

A "Personalized Contract Book Program," modeled on the way that competent readers learn to read at home, provided a nonpressured environment that fostered students' reading development. (DD)

Describes how elementary school teachers encouraged poor readers and writers by having them--and the whole class--keep journals on topics they knew more about than anyone else in the class and then read the entries aloud. Discusses a three-step process approach to writing instruction derived from this successful method. (HTH)