A discussion of young children's revision strategies exlores four topics: a theory of written language, the development of writing, children's understanding of spoken and written language, and the context of writing. (RJC)

Provides ideas on the use of toys to introduce scientific concepts. Describes lessons for laboratory activities using motion toys, synthesis activities for ending a unit, and other activities involving writing and speaking skills. (RT)

In response to a class assignment on the 1960s, the student author used the device of a fictional character paging through a family photograph album to demonstrate how the Vietnam War and the events of the sixties affected one family. Reveals details of daily life, such as the cost of bread, as well as major events. (LS)

The article examines: the process used by visually impaired individuals in composing, the difficulties in using braille, and the importance of text access for editing. The adequacy and effectiveness of computer tools is discussed, focusing on selection of alternative display formats, word processing software, and other software. (Author/JDD)

The narrative technique can be used as an effective teaching device at the college level. It can enhance students' motivation and provide a cognitive framework for learning. The narrative in Chaucer's "Canterbury Tales" is discussed. Three modes of illustration and using illustrations in class are described. (MLW)

Closely scrutinizes the social constructionism and, more specifically, the collaborative learning approach to composition theory and practice. Discusses the history, philosophy and theory, classroom implementation, and advantages and disadvantages of collaborative learning. (RS)

The Columbus (Ohio) Hearing Impaired Program publishes students' finished writing projects in an anthology of works by pre-schoolers to teenagers. A rationale for the project is presented, along with details of the procedures for implementing the publishing program and descriptions of some of the students' works. (JDD)

Compares the lexical proficiency of 69 grade 6 immersion students with that of 22 native French-speaking peers, based on verb use and in 5 written compositions. Measures of lexical error, variety, specificity, and sophistication show clear differences between the two groups. (33 references) (Author/VWL)

Reading and writing instruction for gifted students should address their actual use in meaningful contexts. Reading instruction should emphasize use of authentic materials, modified use of basals, divergent student responses, etc. Writing instruction should emphasize writing as a tool for learning, function before form, and opportunities for…

This article briefly reviews problem-solving deficits in learning-disabled adolescents; describes decision stories; and explores how they can be used to make students more active, problem-solving learners. Three decision stories are presented to demonstrate their potential for helping students approach and/or solve academic and social problems.…

Two hearing-impaired students, aged 11 and 12, with differing American Sign Language and English-language skills, participated in a program which instructed them in summarization skills based on a knowledge of story structure. Subjects' knowledge of story structure rose dramatically, and the performance level was maintained in one subject.…

Secondary school writing teachers (N=22) participated in study testing effect on their emotions of using structured-planning or free-write composing style. Results revealed that affects were not different between the two composing style groups, nor did the intensity ratings of three a priori emotion clusters change significantly during the writing…

Nine junior high school students with learning disabilities received instruction in story grammar elements and character development. Over a two-month period, students significantly increased the amount they wrote and mildly to moderately increased the quality of the stories produced and the number of internal responses and plans of characters.…

Male and female students are culturally shaped in their reading and writing strategies. Men and women college students are more likely to be successful learners if they can examine the ways in which reading and writing are culturally defined for them and integrate that information into classroom activities. (MSE)

Reviews new visions of language and of development that acknowledge human sociocultural and ideological complexity. Argues that children's differentiation of ways of using language is linked to their differentiation of their own place--potential or actual--in the social world. Offers a concrete illustration of writing children as social and…