Offers a fanciful dialog between Socrates and his followers to present findings about spelling development. Discusses the work of two scholars (Frank Smith and Steven Krashen); then discusses various hypotheses. Concludes that effective spellers get to be that way because they read as if they were writers; and a strong relationship exists between…

Shares responses from a survey of educators who had published articles in "Language Arts," to determine any features common to their writing and publishing experiences and what advice they would offer to other teachers wishing to publish. (HTH)

Groups responses of writing scholars to a question concerning what has been learned about the teaching and learning of writing in the elementary school into four categories: writing is a "gateway" to literacy; all children can write; understanding writers and writing means understanding complex influences; and writers write so that they…

Notes that most studies of teacher-student interactive writing have examined only what the students do, ignoring issues of power, status, and experience in such situations. Examines one teacher-student exchange of messages, focusing on what strategies made the adult writer effective. Argues that the teacher used his experience but not his power.…

The reactions of children to a written interchange that they redid by co-opting riddles, that is a genre which is unavoidably dialogic, is focused. The research conducted for the same through exchange of e-mail letters is discussed in detail.

Discusses research on the nature and strategies of children's invented spelling, including a developmental model of such spelling. Suggests ways to encourage invented spelling, while examining whether it will interfere with learning to read and write standard spelling. (HTH)

Reviews research studies on the nature of children's understanding of the writing process and how teachers can better help children learn to write. (HTH)

Surveys the state of writing research, research needed in the 1980s, and how teachers need to be involved in that research. (HTH)

Reveals the lack of research on children's writing and suitable writing instruction in the last 25 years. Points out the inadequacies in the research that is being done and the need for better research methods that take writing context and environment into account. (HTH)

States essential principles in the teaching of writing, prepared by the Commission on Composition of the National Council of Teachers of English. (HTH)

Describes a study of the features of British children's narrative writing, at ages 7, 10, and 13. The results indicated a progression from a simple chronicle of events, through simple stories based on a disruption of the probabilities, to more highly developed stories. (HTH)

Describes how a group of language arts teachers established a year-long research project in collaboration with a university, and how, through participation in the project, they transformed their teaching, became more active professionally, and became critical, responsive users of current research. (ARH)

Examines materials in the ERIC database on the characteristics of the reluctant writer, the effect of apprehension on writing performance, and teaching strategies to encourage writing proficiency. (HTH)

Reviews materials in the ERIC system that level criticisms at creative writing in the schools and that present suggestions for activities that promote good writing that is also creative. (HTH)

Documents the progressive spelling strategies and improvement of one third-grade student over the course of eight drafts. (HTH)