Researchers in the field of emergent literacy have been watching young children and find that they have a natural interest in print. Many researchers have documented stages of writing and spelling and have illustrated that children can learn to read and write as naturally as they can learn to speak, given an appropriate print environment. Writing precedes reading, and these acts complement each other. In a writing process classroom, the children should have a writing time each day, beginning with the first day, and should be allowed to choose their own writing topics. Anything they produce should be accepted as writing, including drawing, scribbling, copied print, and invented spelling. Types of conferences used to benefit the writing process of each student include conferences on content, focusing, expanding, process, evaluation, and editing. Very often writing process classrooms become reading/writing classrooms. One strategy used in these classrooms is the "shared book experience" involving four steps: (1) warm-up, (2) rereading of favorite stories, (3) new story, and (4) expressive activities. Another strategy that brings reading and writing together for young children is the language experience approach. This involves the children dictating an account of an experience while the teacher writes what the child said using their language, with correct spelling. Journals are another popular way to bring reading and writing together. Educators need to provide children with real reasons and opportunities for reading and writing. (MG)