Tells how children's spelling strategies offer a glimpse of their knowledge about words; describes a study indicating that children's knowledge about words develops sequentially and systematically over an extended period of time. Discusses implications of the study for spelling instruction. (GT)

Reports on research that showed that preformal-operational fourth graders could indeed benefit from classroom writing instruction on the higher-order skill of persuasive writing. (SR)

Offers selected ERIC references on the application of Piagetian theory and the use of Piagetian tasks in beginning reading/language arts instruction. (RL)