Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Argues that social interaction with peers is a necessary part of children's internal structuring of spelling. Describes briefly two classroom experiments in which children responded to each other's invented spellings. (HTH)

Presents the "Englishes" of children from different social backgrounds that are reflected in the forms and functions of their individual ways of communicating. Discusses implications of these language varieties for the classroom. (HTH)

Describes the experiences of two teachers as they examined transcripts of children's conversations in book sharing sessions. Finds that the common ordinary exchanges which initially worried the teachers frequently served definite and significant purposes. (SR)

Discusses the importance of dialogue in learning, notes that it is lacking in many educational situations, and recommends the use of written dialogue journals as a means of communication between teachers and individual students. Points out the advantages of dialogue journals for improving writing for different social purposes. (SKC)