Describes the reading and writing progress of one second-grade student. He moved from writing impersonal narratives to personal tales in which he created a role/self image, and he learned to see himself in literature. Eventually he learned to write to a specific audience as well. (SKC)

This study was conducted to examine a restructured inner-city school and a second-grade teacher's personal and collaborative efforts to teach all of her students to become literate. To do so, she needed to adopt a feminist view recasting the teacher's role in school reform as that of an individual with knowledge who can act upon the world, rather…