Competing theories are quite common in education. In spelling research, two general perspectives have emerged over the years: stage theory and repertoire/alternative theories. Exploring these perspectives is important because teachers need to understand how spelling knowledge is critical for learning to read words and to write them. Stage theory…

Reviews and expands upon the author's well-known conditions of learning, particularly as they apply to the teaching of literacy. Takes a closer look at everyday natural learning, identifies the conditions of learning, and applies them to literacy teaching. (SR)

Suggests that the more teachers can simulate learning conditions in their classrooms, the more effective their students' learning. Explores the degree to which the learning theory can be applied to quite different examples of real-world, complex learning. (SG)

Offers suggestions to help teachers facilitate comprehension before, during, and after reading. (FL)

Argues that rather than using a spelling series and treating spelling as a subject separate from the other language arts, teachers should use a program that begins with encouraging invented spelling and moves to the use of high frequency word lists and spelling by meaning. (FL)

Describes dialogue journals, which provide natural, functional experiences with both reading and writing. Suggests guidelines for both their classroom implementation and for teachers' responses to children's journal entries. (FL)