Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia).…

Background: An elementary teacher study group supports each other in a year-long journey as they learn how to work through writer's workshop curriculum in order to implement Units of Study by Lucy Calkins at a K-6 school. Time spent in writing instruction has been largely neglected, and a teacher-researcher wants to document the support found from…

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student…

Describes preparation for a one-day Young Authors' Conference. Discusses how the organizers set up a date and facilities for the event, enlisted the services of an author/illustrator, recruited team leaders and facilitators from the organization, and explored funding. Describes children sharing, writing journal/bookmarks, and author's sharing from…

Describes the implementation of an elementary school writing program that motivates students by allowing them to write about their own interests and by encouraging them to comment on each other's works. (PGD)

Discusses the theoretical framework behind, the benefits of, the implementation of, and the perspectives on student-led conferences using portfolios. Presents suggestions for preparing a class to share their portfolios during their conferences. Notes that it gives students a clear sense of their strengths, their weaknesses, where they stand, and…

Outlines preliminary findings from a small scale research project that monitored teachers' views of the literacy hour in its first year. Draws on questionnaires, interviews and video data to reveal issues which concerned those teachers taking part in the survey. Provides a snapshot of what it was like for some teachers coping with this initiative.…

Reading and writing at one New Hampshire school district are considered integrated processes. Writing generates an enthusiasm for reading, and reading creates the impetus for writing. Whole language instruction has produced high reading comprehension scores, an increase in book-reading quality and quantity, and a dramatic drop in special education…

Describes an exploratory study. Suggests that planning role play for specific purposes, introducing adults as equal players with strong modelling roles, and introducing an additional teaching intervention greatly enhances children's oral and written achievements. Finds this kind of role play can be seen as a legitimate way of implementing some…

This 1997 technical report looks at California Early Literacy Learning (CELL), a staff development program designed to help elementary teachers strengthen their teaching of reading and writing. It notes that research-based teaching methodologies have been organized into a framework for classroom instruction, and that the CELL project emphasizes…

This 1999 technical report looks at California Early Literacy Learning (CELL) and Extended Literacy Learning (ExLL), professional development programs designed to help elementary teachers strengthen their teaching of reading and writing. It notes that research-based teaching methodologies have been organized into a framework for classroom…

Describes the objectives and background of a project designed to implement change in a school district's written communication program and analyzes the data obtained from writing evaluation forms. (HOD)

This paper describes comprehensive cooperative learning approaches for elementary-school reading, writing, and mathematics. Team-Assisted Individualization (TAI) and Cooperative Integrated Reading and Composition (CIRC) are used to implement principles of cooperative learning throughout schools, among teachers and administrators as well as…

This paper presents research in progress from a project which studies inclusive classrooms where culturally relevant literacy instruction is collaboratively planned and implemented. In such programs, teachers, preservice teachers, and professors analyze home and school connections for literacy learning. The core of this co-teaching process is…

This paper discusses monitoring the school literacy program. Teachers make many educational decisions about how reading and writing should be taught in the classroom. Some teachers makes these decisions intuitively, but a systematic process of monitoring is more effective. When teachers monitor the school's literacy program, they track the reading…