Based on a review of literature, the premise is developed that summary writing is an extremely complex task that is not appreciably enhanced through trial and error methods. Argues that some direct instruction is necessary and offers a writing strategy that integrates five steps from a direct instruction model with six rules for summarizing text.…

Presents a brief overview of the history of reading and writing as modes of learning in college over the course of the 20th century. Traces important landmarks in education and research that promoted the integration of reading and writing for learning and its impact on college teaching. Discusses what practitioners can learn from this history. (SR)

Describes "Plausible Stories," an activity which uses creative writing and story predictions to help teachers exploit the interactive nature of the processes of reading and writing. (MS)

Discusses the ways in which technology has changed the author's literacy teaching. Discusses the many technology projects she now uses with her students, and the lessons she has learned through integrating technology, especially the Internet, into her teaching. Raises questions that she has pondered as technology has become so prevalent in her…

Presents an annotated bibliography of 12 research articles, all related to reader response theory and its applications to the English classroom. (HB)

Examines the effects of teachers' relationships with at-risk students and the curriculum and instructional methods used to teach them to read and write. Presents an instructional approach that alters the way at-risk students are taught. (MG)

Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)

Finds that the program was somewhat more effective than the traditional (basal) curriculum for teaching word attack and letter-word identification, especially for students in low socioeconomic schools in a metropolitan school district, but that the program was not more effective than the conventional curriculum for more complex language skills…

Presents a 10-item annotated bibliography of recent documents in the ERIC database that deal with the particular problems associated with educating students in the intermediate grades. (MG)

Examines the differences in the effectiveness of whole language and traditional instruction in end-of-the-year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Finds that neither program was more likely to close gaps between children high or low in these…