Investigates teacher-student conferences' influence on first graders' revision activity and knowledge about revision. Finds the most positive effects occurred for students who began with the least amount of knowledge about revision, who previously were doing the least amount of revision, and who were writing pieces judged among the lowest in…

Presents an overview of three ways that the computer can bridge the gap between reading and writing instruction: (1) word processing in the Language Experience Approach; (2) software to combine text and graphics; and (3) software to facilitate interactive reading and writing experiences. (MG)

Describes a microcomputer-based procedure that used a digitized graphics tablet to teach letter formation skills to moderately and severely retarded students aged 8-19. Handwriting instruction is discussed; modeling of the letters, corrective feedback, and reinforcement techniques are explained; and results of pretests and posttests are…

Students in two Canadian sixth grade classes (n=104) were assigned to four groups: persuasion instruction with writing practice; persuasion instruction with reading practice; practice in reading; and group discussions (controls). The performance of those given instruction in persuasive writing with reading or writing practice improved…

Three learning-disabled students, aged 10-11, received self-instructional strategy training for improving revision skills for essays they composed on a word processor. Strategy instruction positively impacted on students' revising behavior and the length and quality of their written products. Effects were maintained over time and generalized to…

Identifies four phases in the study of written feedback to students' compositions and reviews research studies that have been conducted on each phase. Topics discussed include the teacher-student stimulus/response relationship, the writing teacher as audience, students' perceptions of teacher feedback, and context and scaffolding in writing…

Considers the schools of thought in language and learning, and examines how their theories and propositions affect teachers. Characterizes the teacher as a professional manager and discusses what it means to be such a person. Investigates what managers and teachers know and need to know-in-practice. (KEH)

Describes a project in which eleventh grade Idaho students developed a magazine focused on local history and local Indian culture. Discusses interview procedures, photography, and layout. (SV)

Describes an alternative elementary school where teachers work together to offer dance as a complement to writing and the study of literature in a whole language approach. Encourages teachers to add new ideas to their curriculum, to use individual talents, and to collaborate with other teachers. (MS)

Notes the differences and similarities between the teaching of English and the teaching of journalism. Lists ideas from the Iowa Writing Project, a forum for the exchange and improvement of writing. (MS)

Discusses the recommendations made by compositionists from 1950 to 1980 to apply the findings of linguists to composition instruction. Argues that the noncontextual orientation of modern linguistics renders it insufficient as a comprehensive source of theoretical or practical assistance in composition instruction. (MG)

Describes the author's year as a volunteer in the writing workshop in her son's first-grade classroom. Discusses her experiences and reflects on the growth she saw in children as readers and writers. (SR)

Describes the experiences of a bilingual kindergarten teacher implementing a whole-language approach. Emphasizes the importance of integrating writing into every activity. Proposes eight developmental writing stages, suggesting that those stages could help teachers and parents to set their expectations to meet children's level of development.…

This article posits a teacher change cycle based on an investigation of eight Hong Kong secondary teachers' adoption of innovative practice over a six-month period in which they received training and ongoing support to carry out three units of process writing lessons in one of their English classes. (JL)

Examined one third-grade teacher's portfolio of her literacy instruction for a school year along with her reflections on how creating the portfolio influenced her teaching and thinking. Uses other teachers' self-report data to extend this teacher's reflections on the pedagogical and nonpedagogical effects of the teacher portfolio. (BB)