This article centers the stories of two eighth grade students in the context of a social action literacy project. Their teacher designed curriculum that scaffolded opportunities for them to address English language arts standards while speaking out for social change. The students' responses to the project reveal their civic literacy practices, as…

Discusses a group of Ojibway Indian children whose culture is in a transitional stage in terms of literacy to see what the acquisition of reading and writing means to them. (DD)

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

Suggests 22 uses for the newspaper in the language arts classroom. (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)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL)

Examines trends in crude and functional literacy rates and the purposes of literacy throughout American history. Discusses the implications of this history on the current and future state of literacy. (HTH)

Notes that finding time for skills instruction without replacing literature discussion and writers' workshop requires a strong organizational framework for literacy instruction. Suggests that teachers need principled, conceptual frameworks to guide their thoughts and actions. Describes a framework, Book Club Plus, designed by a practitioner…

Supports the argument that reading and writing ought to be taught together "so closely that students can't tell where one leaves off and the other begins" and seeks to persuade the reluctant teacher by (1) giving reasons for interweaving composition and literature seamlessly, and (2) outlining one procedure for doing so. (NH)

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)

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)

Presents examples of messages to a reading teacher from kindergarten students that combine drawing and elementary writing skills. Emphasizes the important role of teachers and other adults and of reading and writing tools in the development of children's reading and writing abilities. (HTH)