The study examined 41 students (24 male, 17 female) in a beginning writing course for adults. Data were collected by (1) taping four workshop sessions in which all students participated in small groups, (2) interviewing all the students, and (3) observing four students writing in the classroom. The adult writers composed in two models: the…

Challenges the view that children should learn to write narratives first and shows how teachers can exploit everyday classroom topics to help children develop control of the kinds of factual writing normally used by adults. (MM)

In the traditional alphabet, 26 letters represent 40 different and distinct sounds of the spoken English language in transcription. This prevents a one-to-one phoneme-grapheme correspondence since some of the written symbols represent more than one sound. These inconsistencies in the writing system, recognized as the source of difficulty in…

The Texas Reading Initiative began in 1996 in response to Governor George W. Bush's challenge to all Texans to focus on the most basic of educational goals--teaching all children to read. This booklet describes important aspects of effective reading instruction, as well as elements of classroom and campus support for effective instruction. The…

This workshop seeks to enable parents to analyze their listening, speaking, reading, and writing skills so they can serve as models for their children. It also seeks to support the ongoing, natural process of their children's emerging literacy through thoughtful reading, writing, speaking, and listening home activities. Some key concepts--language…

Three kindergarten teachers integrated developmentally appropriate 30-minute daily writing experiences into the curriculum. Both teachers and students came to value writing time, and teachers became more comfortable in making writing an integral part of each day. A modified program in the second year introduced sight words and word walls earlier.…

Evaluates Screening Children for Related Early Educational Needs (SCREEN), a test which assesses beginning skills in oral language, reading, written expression, and math. Concludes that although SCREEN is useful to measure kindergarten or first-grade students at high risk for learning problems, its usefulness at the preschool level is…

Examines the differences between oral and written languages, including differences in register, style, and syntax. Asserts that reading aloud and giving instructions are two ways to focus on the connection between oral and written language and the processes of reading and writing. (MM)

Toronto Catholic District School Board implemented an early literacy program designed to ensure that all students can read and write to their full potential by the end of Grade 3. Instruction and assessment are integrated in four daily 30-minute blocks: word study, writing, guided reading, and self-selected reading. Students improved on seven of…

Adapted from "101 Ideas to Help Your Child Learn to Read and Write," this booklet presents 10 tips for parents to help their children learn and have a good time in the process. The booklet begins with a letter to parents which discusses five basic principles to remember as they help their children. Tips in the booklet include: read aloud to…

Combining developmentally appropriate early childhood practice with current views of emergent literacy and whole language instruction, this book is designed to help pre-service and in-service teachers incorporate new views of literacy into their classrooms. The book includes extensive examples from actual classrooms to assist readers in…

Supporting the constructivist view of language learning, a study by a teacher-researcher analyzed the thematic patterns in the writing of her 31 first-grade students for a period of 3 months. In the natural setting of the classroom the children were studied in the context of their own learning. Writing was collected daily, and stories were sorted…

Organized into five sections, this book discusses how children learn to read and write and provides suggestions for parents on how they can nurture children's growth in these areas. Section 1, "How Children Learn To Read and Write," explains general principles that apply to all early age groups. This section discusses how oral and…

This booklet is intended for teachers, nursery nurses, health visitors, librarians, preschool workers, and parents, and provides practical ideas about working with parents, ideas which have been developed and tried out in the Sheffield Early Literacy Development Project. Suggestions include ways for parents to model, provide opportunities, and…

The articles in this collection are intended to present a detailed picture of the work of Donald Graves and his associates at the Writing Process Laboratory (WPL) of the University of New Hampshire. The introduction provides an overview of the work of Graves and examines his views of beginning writing, writing conferences, revision, audience, and…