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Descriptors:
Literacy; Books; Clubs; Student Reaction; Literacy Education; Reading Comprehension; Childrens Literature; Elementary School Students; Elementary School Teachers; Reading; Reading Instruction; Grade 2; Grade 3; Early Childhood Education; Emergent Literacy; Writing Instruction; Childrens Writing

Abstract:
This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, "The Egypt Game," are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Discourse; Critical Literacy; Ethnography; Play; Nonfiction; Young Children; History; History Instruction; Reader Text Relationship; Imagination; Creativity; Emergent Literacy; Literacy; Writing Instruction

Abstract:
This article examines the relationship between literacy and play in six- and seven-year-olds' engagement with non-fiction writing. I draw from a year-long ethnographic study (Erickson, 1986) of a US classroom's "writing time", intentionally structured on children's own interests and enquiries. Rather than strict adherence to monolithic models described in the school region's mandated curriculum and assessments, the children treated genres as porous and used writing as a tool for multi-modal play. In authoring and interacting with non-fiction texts, they blended "real" and "imaginary" worlds as they communed with historical figures on their own terms. Children used play to enquire into and manipulate the parameters of non-fiction, authoring their relationships with knowledge in the process. Through their exchanges with one another, children became familiar with non-fiction topics. At the same time, their play positioned conventional academic discourses as being open to transformation. This article makes an argument for a more synergistic conception of "serious" and "playful" authoring practices, and for the role of play as a component of critical literacy. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; State Standards; Evidence; Writing (Composition); Special Education Teachers; Academic Standards; Writing Instruction; Writing Tests; Educational Environment; Secondary School Students; Secondary School Teachers; Writing Teachers

Abstract:
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers' knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence-based writing practices in general education classes (where most students with LD are taught); and (4) use evidence-based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Literacy Education; Written Language; Foreign Countries; Bilingualism; Writing (Composition); Oral Language; Comparative Analysis; Teaching Methods; Role; Japanese

Abstract:
Literacy education is always a potentially problematic undertaking, one that shifts people's relationships among themselves, with bodies of transmitted knowledge and with structures of political control (Collins & Blot, 2003; Lee, 2004; Mazrui, 1990). The teaching of writing and composition in early 20th-century Japan presented a number of unique challenges, centered on the complexity of the writing system and the historical diglossia that had separated the spoken and written forms of the language for centuries. In this article, the author compares the responses of Makiguchi Tsunesaburo (1871-1944) and Ashida Enosuke (1873-1951) to these challenges. Where Ashida promoted the idea of writing as a spontaneous expression of the "self," Makiguchi encouraged a more deliberate, conscious and "scientific" approach to the teaching of writing, one that encouraged more interactive and socialized understanding of language and the self-other relations it embodies. These approaches are compared against the background of the role assigned to language learning and teaching in defining the contours of an emerging national "self." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Human Geography; Foreign Countries; Educational Philosophy; Writing Instruction; Self Concept; Political Influences; Second Language Learning; Second Language Instruction; Language Planning; Educational Trends; Critical Theory; Standards

Abstract:
In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends intersecting language, identity, and education in the contemporary United States--the politicized imagining of America and increasingly ineffective critical approaches to second language education. As the politicized imagining and language policies Makiguchi faced in wartime Japan are echoed, though in substantively different form, in the contemporary United States, the author draws on Makiguchi's own words in these areas to think through and suggest ways contemporary educators can "create value" from the two aforementioned trends intersecting language, identity, and education in the United States. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing (Composition); Reading Instruction; Writing Instruction; Writing Strategies; Writing Processes; Sentences; Vocabulary; Educational Practices; Teaching Methods

Abstract:
When instructing reading and composition, teachers should have students write down dictated vocabulary, short phrases, simple sentences, etc., occasionally modifying these, in order to deepen their understanding of how "kana" (i.e., phonetic characters) and vocabulary are used. This can be broken down into the following four activities: (1) Transcribing dictated vocabulary; (2) Transcribing dictated short phrases; (3) Transcribing dictated simple sentences; and (4) Modifying simple sentences. However, dictation practice is limited to the first two activities [of transcribing vocabulary and short phrases], and no attention is paid to the other activities, with the result that the relation between reading and composition instruction becomes [as disconnected] as described in the early part of this article. Thus, the main argument the author wishes to pursue will be made by focusing on the third and fourth activities [transcribing dictated simple sentences and modifying simple sentences]. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Processes; Epistemology; Research Needs; Educational Research; Educational Theories; Writing Instruction; Special Needs Students; Writing Difficulties

Abstract:
To respond to the articles in the current issue, I begin with an amalgamated conception of a transactional universe of reciprocal reading and composing processes that includes cognitive and social processes. Next, I situate the four studies in the current issue according to their epistemological emphases in the transactional conception. Three focal epistemological questions are framed as a way of situating each study: (a) what knowledge or processes do researchers emphasize most in the universe of composing processes? (b) Where do the researchers think that knowledge or those processes reside(s)? (c) How does one get or create that knowledge or those processes? Next, beneficial contributions to the field from the four studies are highlighted, and finally, future research directions are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Skills; Written Language; Writing Instruction; Special Needs Students; Response to Intervention; Longitudinal Studies; Experimental Groups; Control Groups; Comparative Analysis; Outcome Measures; Small Group Instruction; At Risk Students; Achievement Tests; Lesson Plans; Grade 2; Grade 1; Grade 3

Abstract:
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n = 70). A typical group also was included (n = 67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; Writing (Composition); Writing Processes; Writing Ability; Writing Difficulties; Elementary School Students; Special Education; Educational Research; Instructional Effectiveness; Writing Instruction; Special Needs Students; Writing Achievement

Abstract:
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Assignments; Classroom Communication; Discussion; Definitions; Literacy; High Stakes Tests; Knowledge Level; Correlation; Learning Processes

Abstract:
This paper expands on the view that the documentation of the ways in which teachers and students produce definitions of such operational matters as "reading", "writing", "learning" and "knowledge" in classrooms is discoverable in the details of the speech exchange systems in those sites. The paper provides a brief introduction to applied ethnomethodological inquiry, especially as it has focused on classrooms, and applies it to transcripts of extracts from lessons. One conclusion concerns the fine coordination of interaction that classrooms display. A second conclusion concerns procedural definitions of the connection between literacy and knowledge that serve the purposes of initiating and maintaining lessons, compared to definitions that are operable in the production and assessment of students' learning through their written assignments. The suggestion is that constructs such as "knowledge" are occasioned, purpose built-through on site through conventionalized systems of exchange that, reflexively, function to bring off the events that constitute the workings of such sites. The challenge for students in many classrooms seems to be to provide the "missing what" that connects the daily heavy duties of classroom talk, which determines their success as classroom participants, to the occasional high-stakes writing performances that will come to characterize their success as learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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