Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Argues that there is a developmental relationship between children's performances in reading and writing tasks and describes two diagnostic tasks that teachers can use to assess young children's developing concepts of words in reading and in writing, without interfering with the natural processes of learning to read and write. (HTH)

Activities are given for a concept guide to help students improve their thinking skills through conceptual awareness.

Describes an approach to teaching the elementary school curriculum using heuristics, which develops children's critical thinking skills. (SRT)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

Distinguishes "aesthetic reading," in which readers are absorbed in the experience of making meaning from verbal signs, from "efferent reading" (reading for information); indicates how recent findings about language acquisition support this model of the reading process; and suggests implications for reading instruction, with emphasis on the…

Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)

Points out the types of information teachers can learn from children's "mistakes" in language, reading, and writing; urges teachers to look at "mistakes" analytically rather than from a correctional perspective. Notes the need for teachers to understand the developmental nature of language skills and to observe each child in many contexts. (ET)

Deplores the preoccupation with isolated skill teaching among reading teachers. Calls for reading competencies to be taught in the context of reading that has meaning, interest, and significance for the reader, and stresses the importance of instruction in the thinking strategies that contribute to mature reading. (ET)

Argues that composing and comprehending are process-oriented thinking skills that are basically interrelated, and suggests ways that these skills can be taught. (JL)