Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Irreverently examines Rudolph Flesch's theories for teaching a child to read "properly." Alternatives to Flesch's method are also given. (HTH)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Jeanne S. Chall, Roger Farr, John C. Manning, Robert B. Ruddell, Russell G. Stauffer, Dorothy S. Strickland, and Richard L. Venezky comment on significant developments in reading during the 1970s, hopes for the 1980s, and important references dealing with teaching children to read. (DD)

Expands the usual notion of critical reading from just the judgments readers make about the text to include judgments they make about their "reading" of the text. Describes activities to develop "executive" metacomprehension skills. (HTH)

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Discusses the insights into learning to read derived from studying a foreign language later in life. Compares some phenomena of foreign language learning to similar reading phenomena observed in primary grade classrooms. (HTH)

Suggests new bases of information that need to be considered in deciding how to handle phonics effectively in beginning reading and writing instruction. Presents a description of phonics instruction in the classroom of a teacher of a whole language kindergarten. (MG)

Argues that systematic phonics is destined to fail as a method of reading instruction, and will make learning to read more difficult for many children. Argues it totally misunderstands or ignores how children actually learn to read; the time to learn phonics, if at all, is during reading; and phonemic awareness is spurious. Looks at ideological…

Examines children's attraction to rhythm and rhyme of nursery rhymes and how these factors affect literacy. Discusses the connection between rhyme and reading and spelling acquisition. (HTH)

Calls for resolution of the ambiguities and contradictions of the language and the practices of whole language. Attempts to elucidate conflicting conceptions and practices among whole-language advocates and thereby make whole language even stronger. (MG)

Discusses the literacy problems caused by teaching reading and writing separately and by teaching in isolation the skills required in these two processes. (HTH)

Follows the reading and writing development of a young boy from first through third grade. Shares how, through storytelling, he defined a sense of himself that retained a strong connection to his primary-years personality while reaching out confidently toward the world of upper elementary classrooms that he would now be facing. (MG)

Discusses how teachers can make schools and classrooms literate environments. Presents two sets of correspondence between a teacher and her eighth grade students to show how they learned to approach reading and writing as "insiders." (HTH)