States that learning can shut down very quickly when learners are held back or pushed by grade-level constraints. Argues that multiage classrooms support each learner's continuous progress based on each child's experience, background, learning needs or strengths, and interests. (SR)

Uses excerpts from children's conversations to illustrate talk that occurs in three regular contexts in which struggling readers can work: weekly visits to a day care center where they read to younger children, daily partner reading, and daily inquiry project time. Suggests ways to promote talk in each context that will empower these learners. (SR)

Discusses the overwhelmingly positive evidence from experience and research which suggests that a multiage environment can be superior to one of age-segregated class levels. Illuminates the logic of educating students in mixed-age groups (called multiage) by discussing the academic and social advantages, the affective benefits, and the positive…

Explores benefits derived from the "Gardendale Family" (a vertically aligned team of K-6 classrooms). Describes how older students give guidance, feedback, and validation to those in lower grades as the younger children become active members of the literacy community; and how students use written and oral language in authentic and…

Explores benefits derived from the "Gardendale Family" (a vertically aligned team of K-6 classrooms in which students remain throughout their elementary school careers). Highlights a community-based research project which served as a vehicle for fostering cross-age learning opportunities, connecting students' learning to their community,…