This study explored whether presenting grammar instruction within the context of reading and writing would improve writing skills. The participating schools were using a traditional grammar instruction in which grammar lessons were predominately taught using worksheets and were presented separately from other reading and writing activities. This…

Written and oral literacy narratives produced by seven fifth-grade students are examined to identify the literacy identities students construct when narrating their past and present experiences with reading and writing. The narrative analyses reveal four major findings: 1. The students who contributed to this study have experienced literacy in…

This systematic descriptive historical review was conducted to examine the status and trends in expository text structure instruction efficacy research for first through twelfth grade students. The analysis included sixty studies, which spanned the years 1978 to 2014. Descriptive dimensions of the research included study type, research design,…

Authentic learning experiences are those in which students engage with texts as well as the behaviors of reading and writing within contexts of real-world use beyond traditional academic use. This study provides quantitative analysis of how students (n = 200) engaged with an adult pen pal in a shared literacy experience. Findings indicate that…

Highlights contemporary reading research as well as some implied instructional practices in four areas, including direct teacher explanation, reading-writing connection, top-level text structure, and main idea identification. (ARH)

Reports on a study in which 43 students in a precollege program received metacognitive skill instruction promoting an increase in metacognitive awareness for reading and writing. Indicates that instruction in metacognitive skill development can increase metacognitive awareness. Suggests that more integrative approaches to literacy education may…

Discusses five conditions, based on research, that should be present if daily journal writing is to facilitate literacy development in kindergarten children: print rich environment; scheduling; teacher modeling; honeybee conferences; and sharing. (PA)

Pragmatic language awareness contributes to an integrated language arts curriculum for literacy acquisition. Teaching pragmatic awareness includes encouraging readers to devote conscious attention to metalinguistic aspects of text by thinking and talking about the message functions that the text uses. Lists seven approaches for teaching pragmatic…

Reviews the research related to composing and describes the composing process used by young children as they develop into mature writers. (MG)

Examines patterns in the responses of eight second- and third-grade students as they constructed meaning from fiction and nonfiction when asked to respond in writing to different instructional tasks. Suggests that both the task and the text influence children's responses. Demonstrates that young children are capable of providing rich written…

Reviews the literature relevant to investigating the effects of textual phrasing on the efforts of children to comprehend and addresses the issue of whether the use of a word processor can have an impact on helping children improve comprehension. (FL)

Describes a cooperative endeavor between university and public school professionals in integrating reading and writing lessons. Describes the Developmental Reading and Writing Lesson (DRWL) program's prereading/prewriting, guided silent reading and revising, skill development and editing, and independent follow-up activities. (HTH)

Suggests that the most beneficial early reading experiences are those that are informally presented and on topics of personal interest to children. Presents a sequence of activities using children's names that may be used to teach early reading and writing. (ARH)

Examines the tasks of authors, of readers, and of teachers in assisting readers to make use of prior information as they read. (FL)

Discusses the pros and cons of traditional vs. non-traditional teaching methods. Explores non-traditional methods such as whole language, student developed materials, combining writing with reading, informal testing, teacher collaboration, and professional education and development. (MG)