Suggests several activities designed to stimulate both the right and left sides of the brain when students are reading literary texts. (JL)

Describes a program for introducing nonstandard speakers to standard English syntactic patterns that involves three steps: (1) introducing the new pattern, (2) providing practice, and (3) manipulating the new pattern. (JL)

Describes a study that examined the ways students responded to the styles of texts and that also looked at the effects of repeated reading of the same passage and different task instructions. (JL)

Presents an interview with an author who has written many children's books, covering her life and opinions on writing, writing for children, and teaching writing. (JL)

Provides a short summary of the life of an award-winning English teacher. (JL)

This report by the NCTE Committee recommends books for children in three categories--primary, intermediate, and advanced--and includes a short summary of each book. (JL)

Surveys current attitudes and ideas on how to motivate students to read literature. (JL)

Poses questions about language and learners, both child learners and teacher learners. (JL)

Questions the wisdom of having elementary school students use a thesaurus when they write. (JL)

Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)

Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Argues that composing and comprehending are process-oriented thinking skills that are basically interrelated, and suggests ways that these skills can be taught. (JL)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Presents a study whose results show that the writing of children contains features of their reading texts. (JL)