Describes a shared writing program which emphasizes the connection between reading and writing in a natural setting, in which first graders and fifth graders get together to write books. (SR)

Argues that, since there is no single answer to literacy education for all children, balanced literacy programs are necessary. Discusses the importance of and describes the characteristics of a balanced literacy program. Uses those characteristics to show how literature-response groups can be part but not all of a balanced literacy program. (SR)

Offers summaries of three proven programs (Reading Recovery, Success for All, and Accelerated Schools) for accelerating the reading and writing progress of low-achieving, low-income children. Provides addresses for more information. (SR)

Describes a long-term project in which elementary school teachers made fundamental changes in their reading/writing program, and came to a better understanding of their students' development as readers and writers by listening to children. Notes that children helped those with learning difficulties participate in the regular class upon elimination…

Describes the project "Expanding Literacy for All" which was designed to promote the literacy skills of 13 adults and 36 third graders in Texas. Finds that, when third grade students and illiterate adults become pen pals, both groups learn more about what it means to enter the community of readers and writers. (PRA)

Describes a summer school English-as-a-Second-Language classroom that uses a content-rich whole language curriculum. Highlights experiences that were successful in facilitating literacy development, including reading experiences, writing experiences, talking and reading, and talking and writing. Discusses the effectiveness of the instructional…

Describes the author's year as a volunteer in the writing workshop in her son's first-grade classroom. Discusses her experiences and reflects on the growth she saw in children as readers and writers. (SR)