Finds that the program was somewhat more effective than the traditional (basal) curriculum for teaching word attack and letter-word identification, especially for students in low socioeconomic schools in a metropolitan school district, but that the program was not more effective than the conventional curriculum for more complex language skills…

Outlines the following three ways teachers can incorporate art, reading, and writing in the classroom: (1) single- and double-entry journals, for writing about art and drawing; (2) sketch-to-sketch, where students illustrate their interpretation of a selected portion of text; and (3) literature and art, using children's literature to inspire…

This article offers guidelines to help young children who are deaf move through six developmental stages of learning to write: (1) observing writing; (2) scribbling and drawing; (3) communicating writing to others; (4) requesting assistance in writing; (5) copying writing; and (6) beginning to write independently. (DB)

Examined process approaches to writing in fifth-grade classrooms led by teachers using procedural or workshop approaches. Found all teachers engaged students in the recursive steps of process writing, but there was significant variability in other aspects. Epistemological beliefs about teaching and learning were highly predictive of the type of…

Finds that 10 students with experience tutoring at the Writing Center felt that this experience improved their classroom teaching, helping them understand the practical implications of student-centered theory and making them more committed to practicing it in the classroom. Offers two case studies showing how one-to-one teaching in the Writing…

Studied how college students acquire academic literacy through their writing. Findings for six South African students for whom English was a second language show the difficulties students have in using their own words and in distinguishing different voices in writing. Explicit assistance from lecturers was found to assist students in understanding…

Compares and critiques two models of invented spelling stages, arguing that knowledge of stages of invented spelling can lead to better assessment of children and more informed literacy instruction by offering a window into the learner's mind. Notes that good communication with parents about invented spelling can eliminate much of the controversy.…

Looks at language off the Internet to demonstrate how Caribbean Creole English (CCE) raises questions about the native-nonnative dichotomy, thereby creating a dilemma for English language teaching. Case studies of four anglophone Caribbean college students reveal that these immigrant students consider themselves native speakers of English but are…

Third graders with low compositional fluency were randomly assigned to four time-equated treatments in an instructional experiment: spelling, composing, combined spelling plus composing, and treated control. All treatments increased compositional fluency. Results are related to the simple view of writing that integrates diverse theoretical…

Examines the "living dialogues," or the complex interplay between discourses, among three children, their families, and teachers to recontextualize the often polarized debates about literacy instruction. Argues the creation of more inclusive school literacy practices requires a consideration of how discourses function within and across homes,…

Considers what high school activities helped prepare students to write papers in college. Discusses how students' responses help teachers to see what students found useful (or not) in their high school preparation. Concludes that students addressed four aspects of their high school writing experience that affected their level of preparation:…

Draws on a longitudinal study of urban adolescents' literacy practices. Argues for a focus on students' writing practices both in and out of school to develop a comprehensive understanding of their capacities in the classroom. Suggests the importance of looking outside the physical space of schools and beyond the time that students are in…

Presents a qualitative research study which thematically analyzes e-mail conversations exchanged by graduate students in a developmental writing program. Focuses on the relationship between these teachers and their students and addresses key issues in basic writing theory and practice. Suggests that graduate students can offer a unique perspective…

Supports Classroom Publishing (a bookmaking project) as a useful literacy tool which (1) encourages children to develop creative and expressive skills; (2) allows students to write for an audience outside the classroom; (3) makes the sometime tedious writing process more meaningful; and (4) produces a product to be admired by family, teachers and…

Describes an innovative curriculum project at Piedmont Community College in North Carolina called CONCUR, which designed classes specifically for developmental students, applying the principles of contextual learning by creating the context of a publishing company. Discusses motivation, grading, the reading workshop, providing books, pages…