While reading and writing are both language processes and a natural relationship between the two could be assumed, they have generally been studied and taught separately--one as a production process and the other as a reception process. There has recently been increased interest in the relationship in the education community. The source of this…

Offers a variety of practical writing ideas that can help first-grade teachers encourage writing across the curriculum. (FL)

Reports on three studies that investigated the knowledge gained by students, ranging from grade 3 to graduate school level, from exposure to single examples of literary types. Concludes that students of all ages showed evidence of some pick up of rhetorical knowledge, although of limited complexity. Contains materials used in the study. (FL)

Reviews recent research showing that creative composition should begin in kindergarten. Presents practical ways teachers can help young children learn to write and thus to read. (FL)

Traces the problems teachers solve as they learn to teach writing and reading from the same philosophical perspective. Finds that as the emphasis in their classrooms shifted more to the process, the teachers changed their roles. (FL)

Three gifted students (ages 7 to 8 years) with reading problems experienced more difficulty than their peers in science. Incorporating the science inquiry approach into their reading program helped them realize that reading was not a separate activity and improved their reading skills. (Author JDD)

Written by teachers for teachers, this book on language in the classroom is concerned with the various ways children are taught and the various ways they learn in response to that teaching. Chapter 1 analyzes the prewriting discussion of a group of 16 year olds to provide a model of language in use, and suggests four factors affecting the quality…