Reports on research showing that the use of a process-oriented writing program did not improve students' reading ability. (DF)

Intended for teachers in Tasmania, this booklet discusses making sense of language, the nature of written language, language and context, and organizing knowledge of the world. Chapter 1, Understanding Reading, contains a general discussion of the reading process as well as sections on the beginning and continuing reader, planning a reading…

Shares examples from Florida elementary schools that show what happens when librarians and teachers collaborate in language arts curriculum and instruction. Outlines practices that enhance the development of selecting books and using libraries. (MG)

Discusses how hard it is to define the gifted child and the difficulty of enriching and extending gifted children in the areas of reading and writing. Recommends starting the gifted sooner or accelerating them more quickly through a program, among other strategies. (NKA)

This practicum was designed to allow first graders the opportunity to read and write in a more natural and authentic manner than that permitted by using the basal reading series as the basis for reading instruction. The first grade reading program was transformed from a basal-oriented approach to a whole language approach. Through the use of…

Shares how writing can be used as a primary intervention vehicle to provide for skill development, strategic thinking, and building self-esteem in a clinical setting. (MG)