Describes the following prerequisites for successfully teaching writing, based on recent research in writing instruction: (1) knowing about writing process theory and practice; (2) adopting a radically revised view of the teacher's role as responder/marker/evaluator; and (3) mastering certain "technical knowledge" about the written language. (MM)

Describes techniques to improve peer conferencing and teacher-student conferencing about student writing. Notes that by using the conferencing techniques modeled by the teacher, students can become adept at developing and applying their editing and writing skills. (MM)

Asserts that student writers, teachers, and teacher educators must learn to "make do" with the time and circumstances they have in order to develop and grow. (MM)

Examines three children in remedial contexts to show how whole language principles can be used to guide diagnosis and instruction for special needs children. Notes that remedial programs should embed instruction in meaningful events in the students' lives, rather than focusing on component parts in reading and writing. (MM)

Asserts that children in science education must have hands-on experience to discover and make sense of their world. Emphasizes that there is a need for teachers who enjoy both language and science. Argues that children need to discover that they use science, like language, daily. (MM)

Claims that jargon, euphemism, and cliche are becoming the most popular forms of "non-expression." Asserts that this specialized "non-speak" threatens honesty in communication. (MM)

Asserts that in order to teach writing, teachers must write and share their writing with their students. Describes ways to make the writing process visible to students. Notes that teachers who write demonstrate that the goal is not to write without errors, but to write ideas. (MM)

Discusses how different methods of teaching reading influence children's attitudes towards reading. Suggests several ways to make learning to read enjoyable for students. (MM)

Discusses first grade students' writing experiences and processes. Demonstrates, using student writing samples, how simple expression can lead to greater complexity with appropriate teacher guidance. Asserts that teachers must observe and take cues from students to determine what learning context and hints to provide. (MM)

Describes different methods of giving parents information about changes that take place when a school system implements the whole language approach. Observes that the natural mistrust and uncertainty associated with change can be eliminated when students have positive attitudes toward their learning experiences. (MM)

Discusses how teaching and learning are generally portrayed in children's books. Examines Morley Callaghan's "Luke Baldwin's Vow," noting that this novel deliberately invites the reader to watch the learning processes of its characters. (MM)

Reflects on some of the problems encountered in the authors' experimental approach to a study of reading comprehension. Discusses the limitations of experimental research, and presents an alternative to experimental or quantitative research, focusing on the relationship between teachers and learners as they interact in classrooms. (MM)

Examines teachers' responses to students' first drafts of writing assignments. States that teachers should lead students to rethink and rewrite through positive, constructive feedback. Suggests three ways to encourage students to rewrite/revise, including: dialogue feedback, student conferencing, and reader reaction summary. (MM)

Explores literacy contexts and conditions, and emphasizes the importance of distinguishing literacy behaviors from literacy skills. Describes an experiment to help preservice teachers understand and operationalize these distinctions. Asserts that teaching reading and writing within context and conditions will teach children how to be literate. (MM)

Reviews briefly the development of reading instruction from a skills emphasis to an interactive concept of reading. Notes that regardless of the method used, children's feelings toward reading have been ignored. Suggests several ways to make learning to read enjoyable for students. (MM)