Concludes that professionals assessing early language development must elaborate batteries specific to their programs and that tests will help give a comprehensive assessment. The TELD, when used with formal and informal measures of language development, provides useful information for classroom teachers and reading specialists. (NKA)

Defines story grammar, reviews pertinent research, and describes classroom activities based on research findings. (NKA)

Compares the Darwinian approach to understanding reading (irrational) with the Cartesian approach (rational). Argues for the superiority of the Darwinian approach, and in the future will consider how research and practice might be conceptualized from a Cartesian approach to understanding and reading. (NKA)

Sets forth educational inferences drawn from a classroom incident involving a first-grade child and her first story writing experience. (FL)

Presents reading/writing units based on story grammar techniques and intended for students in grades one through six. (FL)

Offers five classroom activities, some teacher centered and some child centered, that develop reading and writing in five-year-old children. (FL)

Explains how word processing can make it easy for students to adapt and improve text until they are happy with the results. Offers an example of word processing in action. (FL)

Describes a project that included prewriting activities based on the students' experiences, imaginative literature, encouragement to expand their descriptive ability, and opportunities to revise and edit their own work. (FL)

Offers a variety of practical writing ideas that can help first-grade teachers encourage writing across the curriculum. (FL)

Reports on a four-year study of the process of journal writing in an elementary school. Assesses student behavior as well as actual writing. (FL)

Reviews recent research showing that creative composition should begin in kindergarten. Presents practical ways teachers can help young children learn to write and thus to read. (FL)

Traces the problems teachers solve as they learn to teach writing and reading from the same philosophical perspective. Finds that as the emphasis in their classrooms shifted more to the process, the teachers changed their roles. (FL)

Argues that common processes underlie reading and writing and offers a case study of two students' experiences with reading and writing processes. Contains lessons built upon these commonalities. (FL)

Shows how clusters of short sentences found in basal readers can be combined into more complex structures, reinforcing reading skills as children write. (FL)

Describes a committee project for use with any grade or ability level that will help students enjoy poetry and learn how to work together at the same time. (FL)