Examines children's awareness of influence of stories by discussing part of data from a two-year study that investigated the question: How is the reading and writing of children aged 6-12 years affected by previous textual experiences? Reports responses of grade 6 students who were asked whether they think of stories they have read when writing…

Presents analyses of different aspects of various types of texts so teachers may make informed decisions when selecting trade books to enhance their science program. Provides an overview of three major categories--genre, content, and visual features--that the literature supports as important in the selection of books for science. (SG)

Blends the authors' voices with those of RTEACHER listerv members to explore the good and bad news about leveled text. Suggests the concept has involved teachers in questioning how they select texts for reading instruction; but the greatest challenge is a shift in emphasis from acquiring extensive collections of leveled books to learning more…

Describes the Cognitive Strategy Instruction in Writing (CSIW) program by discussing: (1) knowledge bases that are useful for expository writing and reading; (2) features of instruction inherent in CSIW that help build knowledge for successful writing and reading; and (3) the effect of CSIW on students' expository writing and reading. (MG)