Illustrates the complexity of recognizing and defining learning disabilities. Argues that English teachers and LD specialists need a cooperative sequential process of identifying learning-disabled writers. Attempts to clarify the often mysterious-seeming process of clinical testing and diagnosis by examining two case studies. (RS)

Investigates eighth-graders' summarizations of a scientific article used in their science class. Presents an analytic coding system developed to describe and detail structural and semantic strengths and weaknesses of students' expository summary essays. (SR)

Qualitatively examines the problems and successes of first- and second-grade children as they were introduced to word processors. Finds that the problems encountered were neither lasting enough, nor insurmountable enough to recommend not introducing children to word processors. (RS)

This article discusses findings from three studies investigating the effect of special instruction in sentence-combining on reading comprehension and writing skills. Results indicate significant gains among younger or still-developing students and focused gains among older students. (IAH)

Examines the effects of a teacher's interaction strategies for promoting student writing in dialogue journals of limited English proficient sixth-grade students. Finds that when the teacher contributes to the dialogue rather than elicits student writing with questions, students develop topics of mutual interest and write far more than the minimum…

Finds that six low-income children in two different instructional settings (skills-based and whole language) learned alphabetic concepts and skills necessary for successful reading and writing. Notes that both instructional settings provided explicit phonics instruction (albeit contextualized differently) and time for self-selected reading and for…

Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…

Presents results of a study in which subjects produced narratives with the help of a computer. Discusses control processes, correction of wrong choices, and coherence of narrative. Concludes that expert functioning is the result of the acquisition of the narrative structure and the processes involved and is highly related to metacognitive…

Investigates the cultural and gender variations in the use of metadiscourse among U.S. and Finnish university students. Describes and analyzes the findings. Provides evidence for the universality of metadiscourse use and proposes more cross-cultural studies of metadiscourse. (HB)

Examines the effectiveness of imbedding strategy instruction in the context of a process approach to writing. Finds that the strategy instructional procedures had a positive effect on the fourth- and fifth-grade students' writing, for both students with and without a learning disability. Shows that, overall, improvements in story quality were…

Uses observations of three students' and two teachers' use of metaphors in process writing instruction to shed light on the role of talk in writing development. Finds that metaphors can be complex, interesting, and thought-provoking; and all students developed a shared understanding with teachers despite differences in background. (SR)

Investigates what students internalize from the dialogues elaborated in process writing classrooms. Focuses on four culturally diverse students in a fifth-sixth-grade class in New York City. Suggests that material students internalize is related to the quality of interactions with their teacher. (HB)

Compares business communication students' thinking styles with the processes and products of collaborative writing groups. Finds that (1) students with identical thinking styles do not naturally team up in forming groups, (2) thinking style is more important than academic major in influencing group success, and (3) thinking style variety within a…

Examines the communicative value of 205 anticipatory-"it" clauses taken from scientific and technical texts. Suggests that the main discourse function of the clauses is to provide author comment. Argues that use of the anticipatory-"it" clause indicates academic acculturation. (SG)

Offers a selected, annotated bibliography of research in the teaching of English, with 78 items (published from July to December 1992) organized into 6 categories: curriculum, language, literature, researcher education, teacher education, and writing. (SR)