Discusses the how, why, and when of revision. Argues that students should revise only to reach an audience with whom they want to communicate. (SR)

Discusses bringing local writers into the classroom--how to locate such writers and how to prepare for and organize the visit. (SR)

Examines research concerning the relationship between Black vernacular English and reading and writing. Makes recommendations for future research. (HTH)

Delineates the need to alter traditional perspectives on writing instruction. Poses possible solutions for the problem of effective writing instruction. Addresses ownership and knowledge, two critical factors associated with change. (RS)

Focuses on keys to managing a mastery learning model of instruction. (AEA)

Argues that the "good" reader in school, who has mastered reading skills, does not offer a natural starting point for progression to the "good" reader of adulthood who is an active and voracious reader. Stresses that reading in school needs to reflect reading attitudes and behaviors of "good" adult readers. (RS)

Offers a selected bibliography which provides, in the author's opinion, a solid foundation for teaching composition. (ARH)

Describes a writing program for kindergarten through grade 12, including a curriculum outline from writing readiness to maturity. (AEA)

Argues that process writing done by a group on a common topic (individual writing with group and peer interaction on an area of shared information) is an effective way to develop writing and language skills. (RS)

Offers (1) suggestions on how to teach students the importance of regular study habits for learning to spell, (2) story ideas to help students get started with creative writing, and (3) a model of a daily record assignment book to help students organize and remember their homework assignments. (SRT)

Suggests that writing helps reading comprehension only if the writer is aware of the relationship between reading and writing and if the writing is purposeful. Presents three purposeful writing activities. (ARH)

Offers a view of literacy within the Australian context and traces the progress of two language and curriculum development projects. (AEA)

Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Provides reading professionals with an overview of reading and literacy applications in optical technology, including videodiscs, compact discs, and other optical technology. (ARH)

Offers six suggestions for teaching reading, including forming reading clubs, using story folders, and devising a parent involvement program. (AEA)