The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in "scientific" reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of…

This article illustrates not only how students with special needs grew as writers in an inclusive writing community, but also how a fourth-grade teacher systematically structured the learning environment and tailored her instruction to guide her students to develop as writers as well as to improve their language skills. (Contains 4 figures and a…

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

Expands the usual notion of critical reading from just the judgments readers make about the text to include judgments they make about their "reading" of the text. Describes activities to develop "executive" metacomprehension skills. (HTH)

Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL)

A positive teacher attitude, supportive learning atmosphere, discussion of student experiences, varied reading opportunities, and extensive writing experiences are five factors indicated by research as significant in encouraging students to write. (HTH)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Discusses computers and related technologies as a significant means for acquiring language arts skills. Samples a wide array of uses for educational computing in English and language arts classes. (SR)

Describes a longitudinal study of first-grade students' progress in learning punctuation. Examines the classroom as a writing environment, then presents a picture of the children's progress in learning to use apostrophes, quotation marks, and periods, drawing several implications for teaching. (HTH)

Compares the progression of writing skills of two girls from first through third grades, showing development of style, persona, spelling, and grammar. Discusses the implications for the teaching of writing on an individual and classroom basis. (HTH)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

Discusses the measurable benefits in reading improvement, language skills, listening skills, and access to material beyond present skills that children receive from teachers reading aloud. Includes guidelines for successfully reading aloud in the classroom and a brief bibliography of sources of good books to read aloud. (HTH)

Investigates preschoolers' acquisition of oral narrative skills in Venezuela. Finds that, very early on, children from diverse social backgrounds produce narratives that differ in structure and evaluation; that these differences become more marked at the age of five than at the age of four; and that these skills do not follow a single…

Examines structural ties that children use to join their sentences into a coherent paragraph or composition. (HTH)

Presents a study of the process and the product in the early writing attempts of two children. Examines some of the strategies they use during the intermediate or invented spelling stage. (HTH)