Reports on a recent study of first grade writing efforts that confirms the importance of scribble in the writing process when it is an accepted language behavior in the classroom. (FL)

Reports on the work being done by Martha King with the writing of primary grade children. (FL)

Analyzes the composing processes of three children, aged two to four, as they composed with a responsible adult in a group setting. (HOD)

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)

Offers guidelines on helping young children develop into independent writers. Explains what to expect at different stages, such as semiphonetic and phonetic stages, drawing as a prewriting activity, and writing and revising once drawing no longer dictates writing. Offers suggestions for providing an environment that supports the writing process.…

The representational abilities of 24 preschool children were investigated in relation to their ability to use their knowledge of graphic notation. Although the children came from similar backgrounds, their responses showed varying constructs about the appropriate graphic notation to use in referential tasks. (SLD)

Examined 13 preschool classes to determine whether the voluntary literacy behavior of children could be increased by means of teacher-guided introduction of reading and writing materials into dramatic play areas. Thematic play with teacher guidance and literacy materials yielded significantly increased literacy behavior. (SH)

Reviews literature comparing traditional manuscript alphabets to slanted manuscript alphabets and finds insufficient evidence to support requiring kindergarten, first-, and second-grade children to learn the slanted manuscript alphabet. Notes that since many children enter school knowing how to form their letters in the traditional style, learning…

Analyzes different approaches to assess learner achievement in the spelling curriculum. Considers the assessment of spelling and the basal textbook; using spelling words for student mastery based on research; individualized spelling; use of spelling words in context; standardized testing to notice student achievement in spelling; teaching spelling…

Presents arguments against teaching students cursive writing in schools, including the fact that it is more difficult to read than manuscript and more subject to variations of style that interfere with the message. (DF)

Urges that the English teacher learn and use in class the formal outline to help students learn thinking skills that will help in composition and in computer programing. (CRH)

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Handwriting is an integral part of every child's school experience. In order to provide the best program to children both with and without handwriting problems, elementary educators need to understand the factors underlying the skill of handwriting. This study investigated the relationship between the cognitive understanding of locatives (e.g.,…

Describes a longitudinal study of first-grade students' progress in learning punctuation. Examines the classroom as a writing environment, then presents a picture of the children's progress in learning to use apostrophes, quotation marks, and periods, drawing several implications for teaching. (HTH)

Describes a writing program for kindergarten through grade 12, including a curriculum outline from writing readiness to maturity. (AEA)