The difficulties children face as they are learning to read is the focus of this book, which is a collection of children's work (drawings and handwriting), with statements exploring their implications. The introduction discusses the relationship between early writing and early reading, individual differences, the question of age norms, questions of method, teaching points, the value and place of copying, and plans of action. Chapter 2 focuses on questions of development and learning, including the concepts of gross approximations and flexible control of the writing system. Chapter 3 explains the recurring principle (repetition), the directional principles, the generating principle, the inventory principle, the contrastive principle, the abbreviation principle, and problems of page arrangement. Chapter 4 discusses the alphabet, punctuation, and signatures as signs, chapter 5 examines the linking of such signs to messages and meanings, and chapter 6 illustrates the development of phrases and sentences, showing how previously discussed principles apply. Chapter 7 summarizes principles described in the book, includes a rating technique for observing early progress, and describes a technique for taking an inventory of writing vocabulary. The final chapter cites theories and experiments that suggest many links between early writing activities and the skills needed in learning to read. (EL)