Presents three categories or models of spelling instruction in grades three to six--a traditional model, a transitional model, and a student-oriented model. Outlines theoretical and research foundations, specific spelling instructional strategies, and implications for instruction associated with each model. (SR)

Describes three different ways of looking at literature instruction: curriculum as fact, curriculum as activity, and curriculum as inquiry. (SR)

Illustrates how a group of teachers went about addressing the issue of turning theory into classroom practice, to illuminate the nature of the issues to be addressed when teachers seek to engage in the theory-into-practice process. Presents a table (created by this group) which is a framework for turning a theory of learning into classroom reading…

Examines the practice of assigning writing topics to students versus allowing them to choose their own topic, and suggests a way to strike a balance. (JC)

Offers a model of assessment for disabled readers that yields information not only about current performance but also about the potential for learning. (FL)