Describes the regular and voluntary meetings of a group of teachers. Touches on the meeting format, the support function of the group, and the kinds of issues discussed in the meetings. (HTH)

Examines two language arts computer innovations that are based on the process view of reading and writing rather than on the "reductionist" or individual skills view. The first is a software program called "Puzzler," the second is the application of word processing in composition. (HTH)

Discusses (1) perspectives from which standardized test developers, users, and interpreters must consider test results; (2) test components that affect student test performance; (3) test abuses that contribute to the shortening of tests; and (4) how educators can effect a change in the increased reliance on standardized tests. (HTH)

Describes the methodology and results of a study of changes in composition pedagogy in elementary schools. Results indicated increasing time allocated to oral language activities unrelated to writing and decreasing amounts of time allocated to letter and prose writing, word development, and oral exercises used as prewriting strategies. (HTH)

Presents observations on the effects of a word processing program developed for first-grade students. Focuses on the composing and transcribing abilities of six students, representing the range of abilities in the class. (HTH)

Presents excerpts of letters written by children to their favorite children's authors, discussing how the letter writing experience parallels authors' experiences. Also presents responses from some of the authors. (HTH)

Presents a study of the process and the product in the early writing attempts of two children. Examines some of the strategies they use during the intermediate or invented spelling stage. (HTH)

Describes an informal study to determine whether elementary school students could use writing to help them learn math. Results indicated improved scores when compared to another class and also indicated more accurately which students did and did not understand the math concepts being taught. (HTH)

Shares responses from a survey of educators who had published articles in "Language Arts," to determine any features common to their writing and publishing experiences and what advice they would offer to other teachers wishing to publish. (HTH)

Focuses on the narrative function to show how children can build on another speaker's turns in conversation and can build on their own utterances as they speak. Analyzes children's dialogs and narratives to highlight the primacy of the oral language arts as they are enacted in daily conversation and play. (HTH)

Interviews Ralph Peterson of Arizona State University about S.M.I.L.E., a group of teachers taking control of their own learning. The group was formed to Support, Maintain, and Implement Language Experience in teaching. (HTH)

Compares the ways in which traditional and critical educational theorists relate the issues of school knowledge and control to the notion of power. Analyzes some of the major contributions each of the various positions has made to understanding how power and knowledge function in school life. (HTH)

Touches on the cognitive and self-discovery processes and imagination and creativity children experience before their verbal skills are fully developed. (HTH)

Discusses how the concept of "scaffolding," adult support of children's attempts to achieve an intended language outcome, has been somewhat misused in the schools, resulting in the support of the teacher's intentions rather than those of the child. (HTH)

Disusses three assertions regarding mastery learning in reading programs: (1) mastery learning is adopted to "legitimize" reading programs to the public; (2) schools cannot provide unlimited time for learning to read; and (3) thus, teachers are reduced to managers of materials and, with students, surrender control of their literacy. (HTH)