Discusses some methods educators can use to ensure that grading supports and enhances learning. Suggests ways to grade written work that will enhance learning. Notes that teachers benefit from collaborative grading, primarily as a result of discussing grading practices with colleagues and sharing ideas about effective methods. Presents guidelines…

This study explored the extent to which the reading-to-write construct is the sum of one's reading and writing abilities or an independent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational…

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on…

Whereas most research on child second language acquisition has focused on the oral production of children, studies are needed to illuminate patterns of literacy development in a second language. This paper aims to shed some light on this process, focusing on the English writing development of a native Spanish speaker, and on the Spanish writing…

A study (the first of two studies) examined the effects that training in annotation writing had on college students' comprehension and summary writing abilities as compared with students who received a more traditional type of instruction. One half of the 144 university students enrolled in a college reading and study skills course received a…

To come closer to the full "face to face" expression of writing consistent with the intention of the holistic movement, a study investigated the writing attitudes of first year writing students. Subjects, 70 students in the developmental writing group, 77 in the middle ability group, and 68 in the advanced writing group enrolled in…

A study investigated what can be learned about the strengths and weaknesses of students' writing from direct assessment of writing performance and knowledge of overall student performance. In the first part of the study, all 13 school districts in Alaska participated in an interdistrict writing assessment procedure intended to measure the overall…

Argues that achievement gains in literacy in the middle school classroom revolve around the three elements of "dialogic instruction" orchestrated to support "envisionment-building classrooms" centered around substantive and sustained "curricular conversations." Asserts that effective classroom practices that include…

This response to EC 633 617, an analysis of a purported case of facilitated communication, stresses the role of linguistic and grammatical analysis of texts attributed to a Finnish man diagnosed with mental retardation and cerebral palsy. It identifies weaknesses in the analysis, urges use of multi-theoretical approaches, and notes the benefits…

Principles of writing assessment with at-risk students are explained, including the importance of identifying the purposes of assessment, assessment in the classroom context, and inclusion of children's and parents' perspectives in assessment of the child's writing progress. (DB)

Discusses the use of the Test of Written Language (3rd ed.) in assessing the writing ability of students with significant hearing losses. Reviews the test's format, administration, scoring, standardization and norming. Evaluates the test's reliability and validity as a screening tool for determining student strengths and weaknesses. (CR)

Examines the progress of seven children, ages three to five years old, in the acquisition of written language. Relates findings to suggestions for types of writing experiences to provide in preschool programs. (PCB)

Analyzed drawing and writing of 60 Chinese boys and girls of 2 to 6 years. Children drew self-portraits and wrote their own name. There was an age effect in both tasks. Children as young as three years could differentiate drawing from writing. (MM)

Discusses the importance of evaluating writing in publication form as the final step of a project before moving on to the next assignment. (MG)

Discusses the techniques used by an author and illustrator of children's books in visits to elementary school classrooms. The techniques use humor in the form of words that have great sounds but do not necessarily mean anything to encourage children to write and illustrate their work. (BB)