Explores the possible intersections between postmodern theory and educational change. Attacks recent backlashes against postmodernism as counterproductive. Describes today's students as inhabitants of a border region between modernism and postmodern culture, as seen in recent films about adolescents. Relates such a view to pedagogical change. (HB)

Describes a nonfiction genre study in a first-grade class in which reading and writing minilessons focused on nonfiction, and the children were required to read nonfiction and write a piece in that genre. Notes that, by the end of the nonfiction study, the group exhibited confidence and comfort with nonfiction. (SR)

Offers an account of the changes one teacher observed in her reading/writing workshop in a middle school classroom when she and her students took the time to focus on ways of talking to one another, building their speaking and listening skills. (SR)

This paper reviews research indicating that children use images to improve comprehension and production of text; argues that images and sounds can effectively bring children's cultures into the classroom; and studies how eight elementary children used a multimedia composing environment, focusing on the nature of their preferred symbol systems and…

An approach to writing instruction in a second language begins with a look at the different functions of oral and written language and proceeds to an analysis of stylistic differences. A number of examples are offered from French textbooks, letters, and excerpts from speech used on television. (MSE)

Describes the concept of collaborative action research. Contributes to the current inquiry regarding the use of portfolios, with specific attention to their use in third-grade settings. Highlights the advantages of collaborative research among educators. (HB)

Describes the "Global Method" of Celestin Freinet, a French educator whose teaching methods (similar to language experience, writing process approach, and whole language) are used by teachers in Europe. Offers excerpts of Freinet's ideas on democratic pedagogy, having children write their own books, teaching writing, moral civic…

Describes a study that compared drawing and discussion as planning activities for writing, to determine the effects of each upon the quality of narrative writing. Reports that, among second and third grade students, the writing quality of the drawing group was significantly higher. (KM)

Warns against a complete reliance on the "writing process approach" in writing instruction, stressing that not all writers rely on rewriting and revision and that emphasis on group response does not necessarily lead to effective writing. Argues that the process approach discourages modeling and the use of well-known rhetorical patterns. (DMM)

Literature on word processing (WP) and writing in elementary classrooms is reviewed. Five propositions are constructed to provide a schema for understanding what is known and needs to be learned about young writers and WP. WP's effects on students' composing processes, written products, attitudes, and keyboarding/systems skills are considered.…

Discusses the concept of a "literacy of thoughtfulness" for all students, characterized by the ability to think critically and creatively, to solve problems, exercise judgment, access, assimilate, and apply information, and communicate effectively with others. Suggests that thoughtfulness is inescapably bound up with culture. (KEH)

Intermediate grade students with learning disabilities learned to work in pairs to help each other with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group. (Author/JDD)

A second grade teacher describes how a difficult student with learning disabilities blossomed over the course of the school year. The article examines her whole class approach and presents strategies for including such a student in creative writing activities. (SM)

Focuses on the issues of skills in reading instruction in New Zealand. Feels that instruction can maintain a reciprocal and mutually supportive relationship between teaching word-level strategies and comprehension strategies. (MG)

A study of 170 first-year and 41 third-year Chinese university science majors suggests that first-year students had little familiarity with the Western notion of plagiarism, poor ability to recognize it, and less concern with the rights of the original writer. Third-year students had greater concern for the issue of honesty. The questionnaire is…