Suggests ways students can benefit when elementary teachers combine reading instruction with art activities. (JC)

Discusses how to help children understand the reading process instead of simply recalling information. Presents two instructional strategies which help children learn metacomprehension. (MM)

Argues that music and singing readily fit the needs of the whole language approach to reading instruction. Provides a five-step method for using music to teach reading. (FL)

Provides support, drawn from classroom experience and research, for the use of drama in the reading class. (ARH)

Cites personal experience and research which supports peer group work in spelling, noting this method provides an opportunity to create linkages between reading, writing, and spelling instruction. Suggests strategies for implementing an individualized spelling program. (NH)

Outlines the process of peer editing, and points out that research shows peer editing to be highly effective. (ARH)

Reviews research on the practice of ability grouping (the grouping of students for instruction by ability or achievement to create homogeneous instructional groups). Notes several negative effects of ability grouping, and discusses the implications of this research for classroom practice. (MM)

Discusses several ways to evaluate reading and writing skills in a whole language classroom, including evaluation checklists, holistic evaluation of writing, and miscue analysis. Provides a literacy development checklist for reading and writing. (MM)

Discusses connections between play and reading at the primary level. Notes that sociodramatic play has the clearest link to reading because it involves imagination and manipulation of time and reality. Argues that play facilitates reading when it involves both the manipulation of symbols and acts of reading and writing. (MM)

Asserts that reading and writing skill instruction should not be taught as a set of discrete steps with phonics workbooks, but instead should be based on examples taken from texts which children write and read. (MM)

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

Discusses literature and research concerning comprehension questions, particularly in the context of the Whole Language Movement. Notes that there are other ways for students to demonstrate their text comprehension, such as literature logs, small group discussion, and individual or group projects. Suggests several implications for the classroom.…

Examines the application of reading process and writing process research in content area instruction. Provides a chart of characteristics and purposes for various writing formats, including outlining, notetaking, captions, news reports, scripts, and books of facts. (MM)

Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)

Presents a hypothetical situation of an elementary school principal's concern at students writing during reading time, and offers a possible teacher's response with information about the direct tie between writing and reading improvement. (JC)