Argues that Donald Graves' approach to critical literacy provides a crucial insight into the learning process by linking the nature of learning with the dreams, experiences, histories, and languages that students bring to school. Also argues that teachers should confirm student experiences so that students are supported. (SRT)

Describes actual classroom episodes from three successful teachers and analyzes patterns of teacher-child interaction that empower both learners and teachers. Assumes that successful teaching is not accidental, that only powerful teachers can empower students, and that the teacher's role is both central and crucial. (SRT)

Argues that culture, ethnicity, and class place the Puerto Rican student in a position subordinate to the majority and that administrators, teachers, and staff, by their tacit transmission of unstated norms, values, and beliefs, reproduce relations of domination and power and provide for differential schooling. (SRT)

Discusses how role-taking can provide a viewpoint for a writer and a real audience for children's writing. Argues that role-taking offers a more accessible route to certain kinds of language uses, particularly impersonal genres and written standard forms that are educationally valued, than direct instruction. (SRT)

Describes a process called narrative theater that involves (1) the exploration of texts and the stories likely embedded within them, (2) a learning process that involves the creation of drama contexts, and (3) the use of theater conventions. (SRT)

Argues that the best way to encourage writers is to allow that their writing has a real purpose and a real audience. Discusses how unself-conscious response to the purpose of writing is more useful than responses that attend only to technique and form. (SRT)

Presents research on the situational dimension of linguistic power in social context and the relevance of this research within culturally pluralistic educational contexts. Offers suggestions for class activities that can engage standard and nonstandard speakers of English as well as those who do not speak English. (SRT)

Contributors discuss (1) the role of teacher explanation, (2) packaged teaching programs, and (3) motivating children to write poetry. (FL)

Describes the efforts of the language arts staff of the Edmonton (Canada) Public Schools to develop statements of student outcomes that were generalizable across grade levels and tests of writing achievement based on those outcomes. (FL)

Considers the difficulties facing teachers concerning grades for students' writing. (FL)

Discusses the deficiencies of the various methods of evaluating children's writing, especially the writing of children for whom English is not the native language. (FL)

Discusses two facets of the disparity between the way children learn and the way they are tested: the necessity of practice and the importance of prior knowledge. (FL)

Discusses three studies that deal with instructional suggestions related to cross-age tutoring, the use of analogies, and some rethinking of a common testing practice--out-of-level testing for disabled readers. (FL)

Lists books published for children in 1985 that are either unique in their language or style, deal explicitly with language, or invite child response or participation. (FL)

Expresses the viewpoints of six teachers concerning the importance of considering a child's individual needs in reading or writing instruction. (DF)