This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the "Simple View of Reading." As well as noting some…

To better understand the writing skills of juvenile offenders and the components of their writing abilities, this study explored extant data from six measures of adolescents' writing skills administered upon their entrance into a juvenile justice facility. Overall, the 235 students (ages 13-16; Grades 5-11) exhibited low scores on all writing…

The George W. Bush Institute began the Middle School Matters (MSM) initiative in 2010 with the goal of increasing the number of students who are prepared for high school and postsecondary success. The initiative accomplishes this by drawing upon evidence-based research to develop practical tools and engaging support opportunities for middle grade…

This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the…

Recent appeal to the concept of design in composition studies benefits teaching writing in digital media. Yet the concept of design has not been developed enough to fully benefit composition instruction. This article develops an understanding of design as a matter of resolving wicked problems and makes a case for the advantages of this…

In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000-2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock…

In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

Examines how macro-level social and political structures affect micro-level literate actions in classrooms and vice versa. Synthesizes Yrjo Engestrom's systems version of Vygotskian cultural-historical activity theory with Charles Bazerman's theory of genre systems to understand the relationship between writing in school and writing in other…

Examines three contemporary taxonomies of revision as proposed by Wallace Hildick, Lester Faigley and Stephen Witte, and Sondra Perl. Uses literary and cultural theory to bridge the gap between these theories and students' revision practices. Argues that while revision may be prescriptive, it must also be subordinate to the writer's intentions and…

Explicates two opposing conceptions of knowledge. Explores the views of knowledge embedded in three major models of writing and their associated implications for classroom instruction in relation to the two major epistemological positions. Discusses the significance of knowing about knowledge and knowing, particularly with regard to the teaching…

Shows how to use William Perry's developmental model, which addresses a student's ability to confront conflicting values and belief and use conflict as a tool of integration and growth, in a writing classroom that allows students to learn both enabling skills that help them communicate through writing and instrumental learning skills that spur…

Notes that creating focus which leads to formulating a thesis is a task with which many writers have trouble. Describes a process model of conceptual development that helps students gain confidence in abstracting, conceptualizing, and formulating a thesis. (NH)

Presents a five-step model for problem solving in approaching composition writing assignments. Explains how it worked in an actual classroom setting. (EL)

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Proposes a model for building the self-concept or self-esteem of students through carefully designed writing assignments that emphasize persona. Includes four writing assignments. (RAE)