Presents a grade one and two activity that teaches students the strategy of reading like a writer. Demonstrates the method using Dayal Kaur Khalsa's "I Want A Dog." (MM)

Discusses the difficulties teachers face with the current dual emphasis on teaching from a whole language curriculum while teaching cultural literacy and evaluating with standardized tests. Asserts that researchers need to focus on the complementarity between these approaches. (MM)

Describes and evaluates the Test of Early Written Language (TEWL), an instrument resulting in percentile or standard scores that reflect children's writing development at ages three to seven. Warns that it fails to tap important concepts at the lower age ranges, and violates several principles of children's authentic writing experiences. (MM)

Examines teacher decisions, such as those involving planning, interacting with students and other professionals, and evaluating students' performance. Concludes that teachers' decision making might be described as more intuitive, resembling the creative process, rather than as a systematic weighing of alternatives. (MM/JAD)

Examines the problems of using standardized tests to measure the development of early literacy. Notes that assessment is used to design instruction, and should reflect the skills and knowledge that are developing in young children. Provides examples of informal assessment contexts, such as interactive dialogues, observation, and performance…

Examines and evaluates microcomputer software designed to assist in diagnosing students' reading abilities and making instructional decisions. Claims that existing software shows valuable potential when used sensibly and critically by trained reading clinicians. (MM)

Examines the terms "phonemic segmentation" and "phonemic awareness," noting that these areas go beyond older notions of readiness and auditory discrimination. Claims that research in phonemic awareness has important instructional implications. (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.…

Describes a "synthesis display," a literature-related activity that helps students who are acquiring English join in the reading class while simultaneously serving the needs of proficient speakers. (MM)

Describes how first grade and fifth grade students teamed together to coauthor books. Provides an example of a story planning chart. (MM)

Describes several activities to maintain first graders' enthusiasm for reading, such as paired reading with third grade and kindergarten students, and other reading aloud activities outside the reading group. (MM)

Describes several activities relating to Wanda Gag's story "Millions of Cats," including description writing, choral reading, place value math exercises, and sequencing activities. (MM)

Explains how a hermit crab, the classroom pet for a class of learning disabled elementary level students, stimulated various writing-related activities, including categorizing, information gathering, and poetry writing. (MM)

Provides guidelines for developing listening skills at the elementary level. Asserts that effective listening instruction occurs as part of ongoing classroom activities, and suggests that students be given a variety of different listening experiences, such as listening for appreciation, information, critical analysis, and creative exposure.…

Describes an instructional model for presenting students with opportunities to analyze, synthesize, and evaluate ideas through cooperative problem solving. Provides suggestions for implementation using examples from the author's classroom experiences. (MM)