Observes, for a school year, a first grader's spontaneous utterances and actions while composing. Identifies seven shifts in the composing process, and identifies four factors that influenced these shifts. Suggests that during the transitional period, a child's ownership of the process is set in a complex relationship with the teacher and peers,…

Noting that emergent literacy and technology are new educational fields that are just beginning to develop, a study explored the connection between emergent writing and technology by examining the effects on kindergarten children learning to write using a microcomputer. A group of kindergarten students attending North Star Elementary in Nikiski,…

Through accessible case studies, this book offers insights into the numerous ways in which "interactive writing" (participation of two or more friendly correspondents who exchange texts across an extended period of time) can facilitate children's writing skills. The book notes that interactive writing provides children with enjoyable…

There are descriptive similarities on a global level between the history of writing and the development of written language in the young child. Examination of the specific developmental patterns of data of these two phenomena reveals some common elements and some discrepancies between these two patterns. The history of orthography as well as…

Part of a series designed to provide practical ideas parents can use to help children become readers, this booklet focuses on how to encourage young children to write. The booklet describes the kinds of writing that children do, offers suggestions on how to encourage children to experiment with spelling, and urges parents not to be overly…

A study was conducted to identify characteristics of young children's written compositions that might be used to indicate growth patterns. Written compositions of 482 children of all ability levels, grades 1-3, were examined by two teams of teacher-researchers and placed on a continuum of sophistication. Four growth strands were identified: (1)…

This handbook seeks to provide a practical, readable guide to teaching writing across a broad range of ages and grade levels (K-8). The handbook's seven chapters cover each stage of the writing process in detail, from setting a purpose for writing to drafting, revising, editing, and producing a "finished" product. Its goal is to provide…

This book, a custom edition for the Ohio Summer Institute for Reading Intervention (Summer 2001), reprints selected chapters from two books, "Literacy Development in the Early Years: Helping Children Read and Write," Fourth Edition (Lesley Mandel Morrow) and "Literacy's Beginnings: Supporting Young Readers and Writers," Third Edition (Lea M. McGee…

This digest is intended to help parents support young children's literacy learning. It begins with definitions of literacy and then follows with suggestions for parent involvement in children's early literacy development, based on recommendations from the National Reading Panel. It also lists 23 additional resources (organizations, books,…

Children's capacity for learning to read and write at school is directly linked to the experiences children have at home with language, books, and writing. This videotape shows how parents can provide a home environment that promotes literacy growth for their children. The 25-minute video first highlights the elements of a literacy-rich…

This book addresses the crucial and controversial questions that face today's reading scholars, educators, and professionals. Contributors to the book offer their insights and expertise on such issues as the phonics/whole language debate, the state of reading comprehension instruction, the validity of and need for standards and assessment,…

Asserting that early reading success is a strong predictor of academic success in later grades and that the early childhood years (birth through age 8) are critical for literacy development, this issue brief explores actions states can take to develop and support literacy-rich environments for children. Following an introductory summary, the brief…

Discusses observations of children's efforts to move from spoken language to written language and the acquisition of cohesion in first and second grade students. (HTH)

Describes several types of "paragraph frames" to help teach beginning writing in the content areas. Notes that these frames, employing a modified cloze procedure, help bridge the gap between narrative and expository reading and writing. Provides several student writing samples. (MM)

Describes a process writing approach which encourages students to write about true events, rather than about their favorite television shows. (MM)