The elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students' conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in…

This study aimed to determine the effect of mind mapping on story writing skills of the students. A pre-test, a post-test, and a semi-experimental research design were used in this study. The study group consisted of a total of 86 third-grade students; 33 students from the experimental group, 23 students from the control 1 group, and 30 students…

The following study was developed to investigate the development of writing skills in second and third grade students. The recent emphasis on writing, specifically writing in multiple genres, made in the Common Core State Standards (CCSS, 2010) has increased the need to further understand how students write. The NAEP (2002) reports that…

This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…

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…

The current study is a qualitative case study that investigated the writing development of seven Chinese-speaking English language learners (ELLs) from kindergarten and 3rd-grade ESL classes in an elementary school in the Midwest and intended to discover the factors that affect students' English writing development in a one-year period. Guided by…

This action research project involved the implementation of a program designed to improve student motivation to write through the use of children's literature. The targeted populations were students in one kindergarten class and one third grade ELL [English Language Learners] class in two elementary schools. Both schools were located in a…

Presents a framework for third-grade writers and their partners called L.A.M.P. (Listening, Asking questions, Making suggestions, and Positive comments). Notes that the author uses this collaborative planning exercise periodically, not for every writing piece. (RS)

Examines the types of literacy support parents gave their children at home with 15 students from a diverse class of 23 third graders during an eight-week integrated unit on writing autobiographies. Finds pattern differences between genders with respect to the nature of support given at home. Suggests that particularly African-American males…

Focuses on the oral language that accompanies the writing process of Native American students. Finds that of all the oral language observed during composing, 90 percent of that language was related to the fact that writing was taking place. (MG)

Investigated relation of the quality of third graders' writing assignments and written instructor feedback to quality of subsequent student work. Found that amount and type of teacher feedback predicted a small, significant proportion of variance in the quality of content, organization, and mechanics of final drafts. Initial writing quality…