An Australian study investigated differences in writing context, process, and product with 51 eighth-grade girls using word processing and pens. Findings indicated the computer classroom was more student centered, less teacher dominated, and more work focused; and quality of writing was rated significantly higher. The importance of genre in…

The whole-language approach to reading interrelates different language arts and uses children's experience as the basis for reading materials. The Success Language Arts program promotes growth of knowledge in various academic disciplines while developing students' reading and writing abilities. The program eliminates basal readers and allows…

A course on computers and writing for special education middle school students who are reluctant writers is described. The background of the course, the role of the computer, student attitudes, outcomes, and success factors are discussed. An added advantage was the improved communication between regular and special educators. (DB)

Four K-3 teachers (Brevard County School District) described their experiences using whole language programs. They had in common a child-centered attitude; an initial experience of frustration followed by encouragement from the children's excitement and involvement in learning; and an approach that began with the writing process and moved to…

Describes a course within the traditional organization of a typical school of business that will help students acquire the ability to write with the use of the computer. Reports that, although students acquired considerable word-processing skills, they made little improvement in report-writing skills and knowledge of writing theory. (PRA)

Describes a report writing unit that is part of a three-year language/communication course for second language engineering students at the University of the Witwatersrand in South Africa. States that the tasks motivated the students to develop their report writing and oral skills. (RS)

Describes a program adding a counseling component to a developmental writing course to address students' sense of isolation through sessions on group formation, goal setting, values clarification, and strength identification. Reports that program participants outperformed nonremedial students in subsequent composition courses. (PAA)

Describes the development and use of the Traveling Tales backpack for engaging children and parents in home writing activities. Shares the experiences of one child and how his family became involved in helping him write a book. (MG)

Describes a writing project for middle school students in which they learn about the writing process by creating "choose your own adventure" stories. (MG)

Looks at how a short story by three students in a bilingual third-grade classroom came to be. Examines the literate practices already established in the classroom; the classroom norm of using two languages; learning to include information from multiple sources; and learning that interaction is a valuable part of the writing process. (SR)

Describes the successes of Writing to Read (WTR) program used with students in kindergarten and grade one as well as with two key subgroups (low-socioeconomic students and males who lag behind in reading and writing). Finds that with this program these subgroups can progress in reading and writing, and fewer students are recommended for remedial…

Describes the author's experience when the director and teacher-trainers of a writing program persuaded him that the oral interpretation he wished them to perform was too troubling and explosive to use. Outlines his questions and anguish about the incident, and the urgency of dealing with the dilemmas of multiculturalism, racial intolerance, and…

Seventeen fourth and fifth graders with severe writing disabilities received a weekly one-hour individual tutorial which focused equally on transcription (handwriting and spelling) and composition skills. Students showed reliable improvement in composition and handwriting automaticity but not in spelling. Suggestions for teaching phonological…

Nine brief articles describe components of an intensive literacy program for students who are hearing impaired: reading to children, dialog journals, shared reading and writing, creative writing, independent reading, guided reading and writing, journals and logs in science, language experience, and reading for research. (DB)

"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…