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Direct linkSmith, Michael W.; Wilhelm, Jeff – Voices from the Middle, 2006
The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors'…
Descriptors: Grammar, Writing Improvement, Writing Instruction, Error Patterns
Peer reviewedPatterson, Nancy G. – Voices from the Middle, 2001
Summarizes five important studies that teachers should be aware of, which offer direction about how grammar should or should not be taught. Summarizes useful theory as well, concluding that the teaching of grammar in the language arts classroom must happen within the context of larger lessons and experiences with written and spoken language. (SR)
Descriptors: English Instruction, Grammar, Instructional Effectiveness, Integrated Activities
Peer reviewedVan Horn, Leigh, Ed. – Voices from the Middle, 2001
Discusses six books intended to help teachers reach struggling readers: books that outline strategy instruction, offer a wealth of information, and show how to create instructional sequences and activities that will develop and enhance the conceptual, procedural, and textual knowledge of students. (SR)
Descriptors: Class Activities, Elementary Secondary Education, Instructional Effectiveness, Reading Difficulties
