Describes how sharing students' writing in small groups is a good alternative to sharing writing with the whole class. Provides "Author's Circle" guidelines to clarify group procedures. (MM)

Examined manuscript letter writing skills of students in Grades 1-3. Three letter characteristics, grade, and alphabet fluency each made a significant contribution to the prediction of letter legibility after effects of other predictors were controlled. Letter legibility in turn made a significant contribution to the prediction of text legibility…

Much research has been done in the area of storytelling with young children. Storytelling, as the author speaks of it, means a specific time set aside for the oral composing of texts. For the tellers, it is a chance to think through, discover, plan, and develop the story that they may, eventually, decide to write, alongside a supportive teacher…

Describes a rationale and activities for using journals in the preschool setting to bring the school and home environments together and to acquaint children with the writing process. (HTH)

Discusses strategies and activities that a teacher can use to help a young writer become a fluent writer. Suggests that it is essential for teachers to provide an abundance of opportunities for children to write. (RS)

Stresses the importance of using imagery when having beginning writers write poetry. Discusses additional techniques of stressing the unusual, continuation words, the five senses, and repetition of a word or phrase. (MG)

Describes and evaluates the Test of Early Written Language (TEWL), an instrument resulting in percentile or standard scores that reflect children's writing development at ages three to seven. Warns that it fails to tap important concepts at the lower age ranges, and violates several principles of children's authentic writing experiences. (MM)

Determines the effects of training of phonological abilities upon the acquisition of reading and writing during the first year of primary school. Finds significant effects on both reading and writing measures for the groups trained on phonological activities using manipulative materials. Discusses theoretical and educational implications. (RS)

Discusses functional literacy activities (reading and writing activities used to achieve some real-life goal) and their usefulness in providing motivation as well as practice opportunities for young children. Notes four such activities: name cards, signs and labels, daily schedule, and references. (SR)

Considers what constitutes learning to write and how children develop the ability. Explores (1) learning from peers; (2) learning from the teacher; and (3) learning about the functions of text. (PA)

Establishes the role of the written name as transitional object which reaffirms preschoolers' self-concept and initiates them into the community of producers of written language. Outlines the conceptual framework to reveal the significance of the written form of children's names, and explores the role of the personal name in relation to…

The drawings of 17 four- to five-year-old children from two points in time, age four and age five were analyzed. At both ages four and five, the most commonly used scribbles were single vertical lines, single horizontal lines, and single curved lines, whereas the two least used scribbles were spiral and circular lines spread out. The subjects in…

Emphasizing the constructive role teachers pay in children's literacy development, this book provides a clear and richly illustrated description of children's writing development from preschool through approximately fourth grade. The book, divided into the three sections covering beginning writing, spelling, and composition, consists of the…

Asserts that the reading and writing relationship must be reinforced in classroom methodology, and offers seven guidelines for connecting reading and writing in children's literacy development. (MM)

Shares a conversation between a second-grade student and teacher during a prewriting conference. Emphasizes that, in order to become writers, students need to do their own writing. (MG)