Defines and describes the fantasizing motif in children's literature and explains how teachers can use this motif to help children learn to live in society. (JL)

Reflects on the discrepancies that exist between the standardized assessment of a fifth grade student and the author's own experiences with the student's language development. Shows how the student's performance in class refuted the results of a clinical evaluation. (MM)

Discusses several observation-based methods of student assessment that are recommended in the "Primary Language Record," a book developed by schools in the Inner London Educational Authority. (MM)

Observes that children are ready to write when they understand what writing does, when they are interested in writing, when they want to communicate through writing, and when they understand that written symbols represent meaning. (RL)

Applies components of visual literacy to language acquisition and the development of language skills. Lists visual language competencies, with examples and suggested learning activities. (RL)

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)

Investigates preschoolers' acquisition of oral narrative skills in Venezuela. Finds that, very early on, children from diverse social backgrounds produce narratives that differ in structure and evaluation; that these differences become more marked at the age of five than at the age of four; and that these skills do not follow a single…

Reviews recent research about literacy development, the development of English-language proficiency, and the social, academic, and emotional challenges of entering a new culture. Recommends and describes instructional practices for teaching second-language learners in integrated settings. Focuses on writing, discussion, and scaffolding in the…

Describes an approach to writing instruction in which students write in journals each day and the teacher responds in writing to each student entry. Tells the positive effects that the ongoing writing dialogues have on students' writing and personal development. (ET)

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)

Describes the Higher Order Thinking Skills (HOTS) computer program developed at the University of Arizona. Explains that HOTS attempts to build thinking skills, encourage self-confidence, and improve standardized test scores, especially in reading and mathematics, among at-risk students in grades four through seven. (SG)

Transcripts of writing conferences and of interviews with students illustrate both the changes in the way students evaluate writing and the teaching strategies that sharpen evaluative skills. (RL)