Offers suggestions to promote becoming a lifetime writer: build a positive professional attitude toward writing in school; provide extended blocks of time for writing; guide learners in a variety of writing experiences; help writers to "go public"; hand students over to authors through a visiting authors program; and invite parents to be partners…

Offers five suggestions which may be helpful to educators in responding proactively to criticisms of literacy-learning practices, as they work cooperatively with parents, Boards of Education, tutors, and other key players in reinforcing the perspective that literacy learning is genuinely valued and is connected to meaningful contexts during daily…

Argues that learners need to know that their teacher values their knowledge and respects their individual ways of constructing meaning, and that such a classroom environment will cultivate students' intrinsic motivation and connect it with their literacy learning. Offers suggestions to nurture students' intrinsic motivation for literacy learning…

Discusses six suggestions to support teachers and administrators who experiment with different ways of meeting a diversity of learning needs: curricular congruence, special education teacher as team teacher, volunteers and paraprofessionals, instructional resources, class size, and staff development. Discusses why such support is vital. (SR)

Discusses why it is important for teachers to demonstrate positive reading/thinking behaviors throughout the school year. Discusses five examples of such demonstrations in the classroom. (SR)

Discusses guidelines for building principals interested in successful reading leadership: keeping up-to-date with professional literature; working cooperatively with the faculty; encouraging different approaches to learning and assessment; supporting lifetime literacy efforts; and motivating genuine home-school connections. (SR)

Discusses how language arts educators can promote enduring change, including the need for continuous cooperation, collaboration, and reflection; the active involvement of all the stakeholders during every stage of nurturing visions; and how to support this complex growth process with flexibility and with an enduring commitment. (SR)

Discusses several ingredients which represent a reasonable sense of direction for promoting effective inclusionary practices in schools: staffing, teacher-led staff development, effective classroom practices, the importance of higher-order literacy, and other considerations. (SR)

Argues that reading aloud is an important motivational strategy for primary school children as well as secondary school children. Discusses ways of carrying out this worthwhile activity. (SR)

Discusses encouraging lifetime professional literacy for teachers via teacher-led workshops, collaboration between administrators and teachers, and school time allocated for reading and collaborating. (SR)

Discusses why a visiting authors' program is important. Offers suggestions on how to organize a visiting authors' program. Notes also the political realities of such programs. (SR)

Offers suggestions for administrators when they observe content area classrooms with a whole language thrust. Discusses instructional goals, sharing the learning-teaching process, classroom organization, classroom library, writing, and importance of meaning. (SR)

Offers suggestions for meeting the schooling needs of homeless students. Discusses who should begin the process, how momentum can be maintained, the role of staff development, and parental involvement. (SR)