Discusses the potential of word processors for allowing students to generate and manipulate language while writing, and its superiority over the widespread use of computer programed packages and drills for teaching writing. (HTH)

Raises four objections to a program of oral drills in standard English for children who speak black dialect. (HTH)

Discusses the potential of microcomputers for accomplishing educational goals beyond drill and practice software. Describes a program in which students have access to a computer-based network that connects classrooms in four states, which allows peer response, develops a sense of audience, and gives students greater control over their literacy…

Presents a questioning guide for identifying specific classroom issues, then devising a research question that can be systematically researched in the classroom. (HTH)

Disproves two assumptions about the development of written language by examining the spontaneous writing of a young child. Expounded primarily by James Britton and associates, the assumptions are (1) children's early writing is relatively undifferentiated in function, and (2) the primary starting point for young writers is writing stories. (HTH)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Describes a way to teach children the research paper through personal discovery without constraints that usually compel them to copy from reference books. The process demonstrates that organizational schemes for children are intuitive, and that teachers can show children how to use peer response groups during their writing to aid in…

Provides a chart delineating some of the benchmarks in the writing development of elementary school children. Offers a variety of suitable program strategies with which teachers can modify their writing programs to suit the developmental stages of their students. (HTH)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Describes fourth-grade students' experiences during a concentrated research writing project. Shows through a case study how students learned to present objective information through a narrative vehicle. (HTH)

Discusses examples of peer social interaction and language play among fourth through sixth graders. Suggests that these sub-rosa skills be taken into consideration during classroom assessment of language competence and development. (HTH)

Describes one child's experiences with learning to compose at the computer to illustrate how children have no preconceived expectations and are content to learn the computer's functions as the need arises. Advocates a classroom environment in which children are free to explore the computer's potential at their own pace. (HTH)

Annotates classroom tested children's literature titles for children in kindergarten through eighth grade. (HTH)

Discusses research with children with learning problems to discover, through their narratives, in what ways they were disabled and what ways they were competent with language and to test the narrative mind theory to see if their stories could be interpretive metaphors for their lives. (HTH)

Describes a project in which children were given in-depth experiences with a range of quality stories and then were interviewed using a series of open-ended questions to obtain their responses. The project was intended to gain insight into the process by which children make sense and meaning from stories. (HTH)