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)

A positive teacher attitude, supportive learning atmosphere, discussion of student experiences, varied reading opportunities, and extensive writing experiences are five factors indicated by research as significant in encouraging students to write. (HTH)

Relates the shared whole language experiences of a native college student majoring in education and a third-grade Korean student who was learning English, concluding that both learned from the experiencing-writing-reading activities. (DD)

A comparative study of students' scores in mechanics and usage on standardized tests and ratings of actual writing samples. (DD)

Notes that reflection can support both teachers and students in the aftermath of a disaster. Examines the visual and written works of North Dakota and Minnesota children who were victims of the flooding of the Red River in 1997 as a representational way to gain a broad perspective on children's thinking about their experiences surrounding the…

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…

Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Comments on 114 studies in such areas as language, oral communication, written communication, pre-first grade programs, and beginning reading instruction. (DD)

Examines reasons why schools need teachers who can and do write. Suggests ways that teachers can learn to write and share the experience with students. (HTH)

Describes a writing workshop in which teachers work with clay and write about their products. (HTH)

Examines three misconceptions teachers and parents make about children and learning to spell: (1) learning to spell is based primarily on a child's knowledge of phonics, (2) learning to spell is a memorization process, and (3) children should not write if they cannot spell words correctly. (HTH)

Recommends a photo essay project as a catalyst for accelerated language learning and as a method of integrating mainstream students into a regular class activity. Divides the project into three stages: a planning stage, an acting out and picture taking stage, and a caption writing stage. (AEA)

Describes how students write, edit, illustrate, cover, and bind their own books in a project that involves parent volunteers and instructional aides. Benefits of the project are that students enrich their vocabulary, gain acquaintance with new terminology, and increase their appreciation of literature in all forms. (AEA)

Uses the concept of "genderprints" to discuss how the writings of a group of eighth-grade girls were infused with the multiple realities of their lives as young women in a working-class neighborhood. Discusses the kinds of writing done by the girls, how choices of genre and topic reflected their gendered voice, and ways that they…