Describes one student's progress in phonetic spelling in kindergarten and first grade. (DD)

The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)

Reports on an exploratory comparative study of the impact of whole language on four elementary school libraries. Finds that librarians were excited about the impact of whole language, and that they wanted to talk to someone about it. Concludes that whole language empowers librarians. (RS)

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

Presents a case study of a sixth grade teacher trying to increase her use of literature for language arts instruction. Shows the challenges and successes of attempting to get better at teaching. (PRA)

Documents one child's development in reading and writing in a remedial program and raises questions about the possible advantages of integrating instruction in writing into remedial programs. (HTH)

Argues that social interaction with peers is a necessary part of children's internal structuring of spelling. Describes briefly two classroom experiments in which children responded to each other's invented spellings. (HTH)

Describes the process one sixth grader went through in writing a short story and analyzes what this reveals about writing and the teaching of writing. (DD)

Maintains that early formative experiences have a strong impact on the way beginning teachers think about teaching and about becoming professionals, and that teacher training institutions must accommodate and deal with the autobiographies of preservice teachers; otherwise, future beginning teachers will teach as they were taught. (SR)

Presents a case study of one fourth-grade teacher researcher. Documents the teacher's initial reticence toward teacher research, how being part of a group was central to her participation, and how her preferences for methods of data collection and methods for presenting teacher research findings differed from the preferred methods of the group…

The first of a series of columns which will describe the progress of a longitudinal research project on the writing process funded by the National Institute of Education for two years. (DD)

Discusses getting children to focus as much on the process by which they do their research as on the content of the research itself. Describes a project with fifth grade students in which children orchestrate their own reading, writing, and talking as they investigate their topic. (SR)

Searches for some precision in the discourse of whole language with respect to the role of the teacher as expressed in words such as empowerment, control, predictability, and authenticity. Observes and interprets the practice of two successful whole language teachers to refine understandings of these concepts as they are enacted in classrooms. (MG)

Examines how children respond to reading. Develops a program that cultivates the growth of response. Shares how these experiences with oral discussions of literature gave insights into the role of participant/facilitator for language arts teachers. (MG)