The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)

Documents the progressive spelling strategies and improvement of one third-grade student over the course of eight drafts. (HTH)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

Documents one child's development in reading and writing in a remedial program and raises questions about the possible advantages of integrating instruction in writing into remedial programs. (HTH)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Draws upon the writing of and conversations with three fourth grade children as they provide insights into how their writing was associated with learning. Demonstrates how these children are involved in creating themselves and their social identities at the same time they are constructing textual meaning in the context of school-based writing…

Describes the process one sixth grader went through in writing a short story and analyzes what this reveals about writing and the teaching of writing. (DD)

An eight-year-old boy, Adrian, draws subject matter and formats for his writing from a new, digital medium: the video game. (Contains 2 tables and 5 figures.)

The first of a series of columns which will describe the progress of a longitudinal research project on the writing process funded by the National Institute of Education for two years. (DD)

Presents a study of the process and the product in the early writing attempts of two children. Examines some of the strategies they use during the intermediate or invented spelling stage. (HTH)

A memorization technique using books recorded on tapes gave nonreading children practice in reading connected discourse and put them in touch with a variety of books. (JH)

Follows a six-year-old boy and his writing-revising experiences at school, demonstrating how his independence as a writer develops. Teacher and peers initiate interactions with the writer as he listens and responds and gradually learns how to discuss writing and learns a sense of the purpose of revision. (HTH)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)

Shows how the classroom environment provided by a second- grade teacher allowed one of her students to experience her own writing process and develop as a writer. (RL)