Within the current political and educative context, where high-stakes standardized assessments create a pressure-filled experience for teachers to "teach to the test," time spent on writing instruction that supports students in transferring their learning between classroom and assessment contexts is crucial. Teachers who must use prompts to…

The authors suggest using scripting as a strategy to mentor and enhance author's voice in writing. Through gradual release, students use authentic literature as a model for writing with voice. The authors also propose possible extensions for independent practice, integration across content areas, and tips for evaluation.

Shares reflections of past and current editors of "The Reading Teacher" on the persons, contents, and events associated with the journal across its more than four decades. (MG)

Shares the nominations of the authors choices for influential, significant, or memorable articles that have been published in 40 years of "The Reading Teacher." (MG)

Provides information about "Reading Teacher." (FL)

Offers comments from seven published "Reading Teacher" authors who have school affiliations on their experiences writing for professional publications. Encourages colleagues around the world to take the risk to likewise engage in this process. (MG)

Provides a detailed analysis of the first 20 volumes of "The Reading Teacher," asking whether the journal mirrored trends in the field or provided a window on its future. Concludes that the journal mirrored the times. (MG)

Examines the contents of the most recent 20 volumes of "The Reading Teacher," commenting on trends, highs and lows, and favorite articles. (MG)

Presents an interview with author Sharon Creech, winner of the 1995 Newbery Medal for her book called "Walk Two Moons." Talks with her about her experiences as an author and as a teacher. (SR)

Presents a commentary, based upon a speech given at the 1994 Annual International Reading Association Convention in Toronto to potential writers for the journal "The Reading Teacher." Explores why it is important for teachers to write. (SR)

Reports on the work of three nominees for the 1992 Andersen medal, awarded to recognize a body of work that has made a lasting contribution to children's literature. Discusses the work of Finnish author Hannu Makela; Argentinian writer, poet, and singer Maria Elena Walsh; and the Iranian author Hooshang Moradi Kermani. (RS)

Shares what the author-illustrator has learned about writing from letters and visits with school children. (RS)

Reveals, through a content analysis, trends in the topics that have been addressed and authors who have published in the more than 2,700 articles that appeared in "The Reading Teacher," volumes 1-44. Describes how the data were collected, analyzed, and interpreted across all volumes of "The Reading Teacher." (MG)

Discusses the global impact of "The Reading Teacher" on literacy education in seven countries. (MG)

Describes the background for the creation of the 1990 Newbery Award-winning book, "Number the Stars." Relates how the author conceived of the ideas for the book and the experiences she underwent in preparation for writing it. (MG)