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

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 fourth grade boy writing science fiction in a writing workshop. (HTH)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Describes fourth-grade students' experiences during a concentrated research writing project. Shows through a case study how students learned to present objective information through a narrative vehicle. (HTH)

Compares the progression of writing skills of two girls from first through third grades, showing development of style, persona, spelling, and grammar. Discusses the implications for the teaching of writing on an individual and classroom basis. (HTH)

Presents a study of the process and the product in the early writing attempts of two children. Examines some of the strategies they use during the intermediate or invented spelling stage. (HTH)

Argues the importance of dictated stories, with the teacher or other adult as scribe, in children's development as writers. Examines one child's literary influences and her literacy development. (MG)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)

Reports a case study which reveals that children use the knowledge they hold about what writing is for, how writing is created, and the conventions of writing in their first language to help them write successfully in the second language. (MM)

Describes the reading and writing progress of one second-grade student. He moved from writing impersonal narratives to personal tales in which he created a role/self image, and he learned to see himself in literature. Eventually he learned to write to a specific audience as well. (SKC)

The article examines third graders who use reading, speaking, writing, gestures, and visual representation strategically in their inquiry research and to share what they learn. Examples of their speaking, writing and drawing shows their developing skill in choosing semiotic meaning-making systems appropriately for the purpose of developing their…

Presents brief stories of two students that illustrate how children's symbolic interactions and social relationships (how they interact with materials and people) influence their ways of gaining control over the interrelated parts of written language, and how these "casts of mind" may eventually emerge more fully within their stories.…