Suggests seven classroom activities that might be useful in teaching word blends or portmanteau words. (DD)

Discusses how young minds come to understandings about how words work, what conditions are necessary for these realizations, and how teachers can help. Discusses instruction that hinders, allows, or helps students' progress. (RS)

A review of the Cohen study (1969) of the structural analysis methods used in spelling book exercises, and an update on the exercises contained in current texts. (DD)

Discusses the marginalization of spelling instruction. Presents several classroom implications supported by research on the development of orthographic knowledge as reflected in children's spelling errors. Addresses the issues related to placement, assessment, word study, and writing. (RS)

Discusses classroom situations that foster superficial discussion of literature and suggests that teachers focus on what students write rather than how, in order to encourage open exchange of ideas. (HTH)