Documents the progressive spelling strategies and improvement of one third-grade student over the course of eight drafts. (HTH)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)

Examines ERIC materials on the nature of and supporting the use of invented spelling in elementary school writing. (HTH)

Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)

Explores the thinking strategies or "inner languages" children employ when they read and write. Finds merging of different patterns of thought in most children, which varied with the task at hand. Proposes that teachers structure time and space according to children's varied needs. (MS)

Discusses the inadequacies of standard conceptions of the writing process by relating the experiences of one child in a writing class. Proposes alternative ways to expand the concept of the writing process by incorporating related activities in reading, art, and drama. (MS)