Argues that, in their roles as responding audiences for student writers, teachers need to be clear as to whether they are taking the perspective of writer or reader. (FL)

Sets out general guidelines for diagnosing students' strengths and integrating the student into the class. Presents four principles of language development and shows how they translate into practice. (JK)

Argues that business writing is not compatible with currently fashionable process approaches that are adapted to personal, expressive writing. Claims that good business writing is transactional and requires a formulation that cannot be reconciled with the pedagogical theories, assumptions, and techniques of current process writing. (JD)

Reviews research to show that researchers with stopwatches may miss many aspects of reading instruction, including (1) that students continue reading and learning outside of the reading group, (2) that learning to read involves feelings, and (3) that learning to read is more than time spent looking at words. (FL)

Compares the literature on teacher effectiveness with observations of 12 primary grade teachers, noting areas where teachers may be missing opportunities to make seatwork more effective. (FL)

Describes a study comparing public attitudes with attitudes of public relations practitioners and measuring accuracy of practitioners' predictions of public attitudes. Provides limited support for the thesis that PR pros can perceive and predict public attitude with modest accuracy. (MS)

Investigated the different levels of response 60 primary children had to literature in the classroom and examined the differences in terms of stages in cognitive development. (DF)

Seeks to determine if attitudes of occupational therapists toward theory development are related to their level of education or to their length of professional experience. Data collected from 38 therapists indicated that both longevity of practice as well as level of education were associated with high priorities for theory development. (Author/CT)

Proposes a way of looking at the process of expository prose--in the nonfiction texts used in composition courses--which students can then adapt, first to become aware of their own composing processes, and then to experiment with them. (EL)

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Discusses research results that shed light on the current state of English teaching in the United States, particularly as it contrasts with instruction in Canada and the United Kingdom. Considers the extent to which technological change in society at large might change secondary school English teaching. (EL)

Presents a five-step model for problem solving in approaching composition writing assignments. Explains how it worked in an actual classroom setting. (EL)

Although research and evaluation are considered important to the successful execution of public information programs, this survey of top federal information officers reveals that almost no research or evaluation is conducted. Reasons for the discrepancies between theory and practice are discussed. (PD)

Presents the ideas of three people highly visible in the field of reading, each of whom holds different views about reading and reading instruction, in an effort to help teachers clarify their own thoughts. (FL)

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)