Conducts a naturalistic study in a first grade remediation classroom to study language in use and to consider the transactive nature of spelling. Finds that spelling is a social/transactive process in which the learner makes meaning through interpretations of transactions among themselves, others, and the environment. (MG)

Discusses a case study designed to explore modeling as it relates to the use of invented spelling by very young writers. Examines the effects of metacognitive modeling by peers. Suggests the value of having good writers model their thinking processes for immature writers as they use invented spelling. (MG)