Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)

Finds that the proportion of sentence fragments remained fairly consistent across grade levels, with older students making more errors with more complex syntactic structures as they began to elaborate on ideas and use more subordinate elements. (RL)

Points out the types of information teachers can learn from children's "mistakes" in language, reading, and writing; urges teachers to look at "mistakes" analytically rather than from a correctional perspective. Notes the need for teachers to understand the developmental nature of language skills and to observe each child in many contexts. (ET)