Learning to write, writing to learn theory and research in practice

, | ■ |* \ pjv v ''' ,■ _ - IS V *1 *8 LEARNING TO t '! v O^osclmm Chidristcw JttutKtZfL ^arcdort • Boston University, Boston, Massachusetts, USA EDITORS International 1i Reading Association 800 Barksdale Road, PO Box 8139 Newark, DE 19714-8139, USA www.reading.org IRA BOARD OF DIRECTORS MaryEllen Vogt, California State University Long Beach, Long Beach, California, President • Richard Allington, University of Florida, Gainesville, Florida, President-elect • Timothy Shanahan, University of Illinois at Chicago, Chicago, Illinois, Vice President • Cathy Collins Block, Texas Christian University, Fort Worth, Texas • James Flood, San Diego State University, San Diego, California • Victoria J Risko, Peabody College of Vanderbilt University, Nashville, Tennessee • Charline J Barnes, Adelphi University, Garden City, New York • Rita M Bean, University of Pittsburgh, Pittsburgh, Pennsylvania • Carrice L Cummins, Louisiana Tech University, Ruston, Louisiana • David Hernandez, III, Washington DC Public Schools, Washington, DC • Susan Davis Lenski, Portland State University, Portland, Oregon • Jill Lewis, New Jersey City University, Jersey Ci ty, New Jersey • Alan E Farstrup, Executive Director The International Reading Association attempts, through its publications, to provide a forum for a wide spectrum of opinions on reading This policy permits divergent viewpoints without implying the endorsement of the Association Director of Publications Dan Mangan Editorial Director, Books and Special Projects Teresa Curto Managing Editor, Books Shannon T Fortner Acquisitions and Developmental Editor Corinne M Mooney Associate Editor Charlene M Nichols Production Editor Amy Messick Assistant Editor Elizabeth C Hunt Books and Inventory Assistant Rebecca A Zell Permissions Editor Janet S Parrack Assistant Permissions Editor Tyanna L Collins Production Department Manager Iona Muscella Supervisor, Electronic Publishing Anette Schiitz Senior Electronic Publishing Specialist R Lynn Harrison Electronic Publishing Specialist Lisa M Kochel Proofreader Stacey Lynn Sharp Project Editor Cover Shannon T Fortner Design, Linda Steere; Photos (from left): BananaStock, ClipArt.com, SuperStock Copyright 2005 by the International Reading Association, Inc All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher Web addresses in this book were correct as of the publication date but may have become inactive or otherwise modified since that time If you notice a deactivated or changed Web address, please e-mail books@reading.org with the words “Website Update" in the subject line In your message, specify the Web link, the book title, and the page number on which the link appears Library of Congress Cataloging-in-Publication Data Learning to write, writing to learn : theory and research in practice / Roselmina Indrisano, Jeanne R Paratore, editors, p cm Includes bibliographical references and index ISBN 0-87207-576-1 Language arts English language-Composition and exercises-Study and teaching Language arts-Correlation with content subjects I Indrisano, Roselmina II Paratore, Jeanne R lb1576.l374 2005 808'.042'071-dc22 2005003019 Second Printing, February 2006 V Cmtmtr In Tribute to James R Squire v Roselmina Indrisano Contributors xvi y.r Introduction Jeanne R Paratore Section One: writing in the Early and Elementary Years Emergent Writing: Classroom Practices That Support Young Writers' Development Renee M Casbergue and Mary Beth Plauche Writing in Primary Classrooms: A Teacher's Story 26 Nancy L Roser and Katherine Bomer "In My Country, We Don't Write Stories, We Tell Our Stories": Writing With English-Language Learners in the Primary Grades 40 Julie Coppola, Catherine J Dawson, Susan McPhillips, Joanne George, and Diane MacLean T Writing and Poetry in the Elementary Grades 57 Roselmina Indrisano, Jennifer Hauck Bryson, and Merri Jones Writing to Learn in Elementary Classrooms 71 Bonnie B Armbruster, Sarah J McCarthey, and Sunday Cummins Writing in Immigrant Families: Parents and Children Writing at Home 97 Jeanne R Paratore, Barbara Krol-Sinclair, Ana Maria Chacon, and Soledad Concha Banados StcUdK rLWd: Writing in the Middle and Secondary Years Middle School Writing: Essential Components Model 120 James Flood, Diane Lapp, and Wendy L Ranck-Buhr O Creating Independent Writers and Thinkers in Secondary Schools 157 Douglas Fisher, Nancy Frey, and Rita ElWardi Writing and Response in the Secondary School 156 Richard Beach, Tom Friedrich, and David J Williams Writing and Reading Relationships in Literacy Learning 176 Elizabeth A Close, Molly Hull, and Judith A Longer Why Writing Is Technology: Reflections in New Media 194 Bertram C Bruce and Sharon L Comstock Breaking Ground: Constructing Authentic Reading-Writing Assessments for Middle and Secondary School Students 203 Robert C Calfee and Roxanne Greitz Miller Epilogue: Effective Professional Development for Improving Literacy Instruction 221 P David Pearson, Barbara M Taylor, andAnamarie Tam Author Index 235 Subject Index 241 Roselmina Indrisano earning to Write, Writing to Learn: Theory and Research in Practice honors James R Squire—visionary, scholar, teacher, writer, researcher, and friend The contributors to this collection who were privileged to know Dr Squire offer these tributes to his life and legacy •3^ WE BOTH MET Jim Squire when we began our careers in higher education at Boston University Although we met him separately and in different years, we each had the same instantaneous attraction to him We knew that we had met a giant in the field and a much-larger-than-life human being His gregafiousness drew us both into his world of warmth, humor, and savvy We frequently commented to one another that Jim saw the future; he instinctively knew a promising finding from research that would become a staple of educational life He'd say, "This research will hit classrooms in five years, and it will be so good for teachers and students." He never missed in his predictions, and he never missed an opportunity to take a chance on an idea that fascinated him or a person who captured his attention He took a chance with both of us, again separately, while he was the publisher at Ginn & Company He signed each of us to our first publishing contract and then rooted for us and supported us from that moment on; he always seemed delighted with our careers and the careers of so many scholars who were starting out at that time He always wanted to know what was new and what our thoughts were on the topics of the moment, from classroom management trends to whole language, to literature policy, to high-stakes assessment No new idea or unique trend passed him by without his reflection and subsequent expressions of passion in his point of view We always enjoyed working with Jim, and we were fortunate to have had several wonderful opportunities to so Our time together working on both editions of the Handbook of Research on Teaching the English Language Arts (Flood, Jensen, Lapp, & Squire, 1991; Flood, Lapp, Squire, & Jensen, 2003) was filled with precious moments we'll always treasure Each session spent together in the hotel suites and meeting rooms of America was a wonderful history lesson; we lived the history of the profession with him through his stories, insights, and commentary We both came from institutions where the history of the International Reading Association (IRA), National Council of Teachers of English (NCTE), and National Reading Conference (NRC) were cherished, so our chats with him filled us with delight as he filled in the missing pieces with glorious detail All the luminaries of the field who had gone before us came to life through his words; he was the grandmaster storyteller who had us mesmerized time and time again Learning to Write, Writing to Learn: Theory and Research in Practice edited by Roselmina Indrisano and Jeanne R Raratore Copyright © 2005 by the International Reading Association V vi Indrisano To say that Jim was a doer with political savvy who changed the course of history in language arts instruction for the better is as much an understatement as to say he was an extraordinary scholar and thinker He was so much more; he was a visionary and a pioneer who blazed the trail for all of us He was never fearful of saying exactly what he was thinking When Jim was asked to write a piece on teaching literature in the 1990s for Literature Instruction: Practice and Policy (Flood & Langer, 1994), he said he had been waiting a lifetime for the opportunity In his paper, after he cataloged previous failed attempts to legislate literature policy from colonial America to Nazi Germany, to the politics of contemporary America, he went on to conclude, Better to have policy dealing with literacy, not literature They are not the same Affirm literature's importance, of course, but let decisions in what and how to teach remain with the classroom teacher Aesthetic experiences with literature cannot be legislated; any attempt to impact the teaching of literature from an external limited base will create more problems than we need (Squire, 1994, p 174) Yes, Jim was clairvoyant, steadfast in his beliefs, and wise Jim, for your wisdom, your friendship, your guidance, and your mentoring, we'll always miss you You taught us well James Flood and Diane Lapp - 4% - I MET JIM in the 1970s at an NCTE convention From that time we connected regularly I came to Ginn to discuss the design of basal textbooks—I wasn't an author, but an interested observer Jim was fascinated with the possibilities of enhancing the instructional power of teachers' manuals by exploring alternatives to the interrogate-respond-evaluate pattern The inertia of the system stood in the way, of course, but he was patiently persistent Jim was smart, he was practical, and he was passionate I remember attending a conference at Asilomar, near Monterey, California The California school system had recently gone through another "restructuring," probably in the student testing system, that turned everything upside down Jim offered the concluding comments following several presentations about implications of the new requirements Most of the presentations had a slight edge but focused on how to deal with the matter in ways that would preserve quality education Jim stepped to the podium, written notes in hand He glanced at the notes, he looked out at the audience, and he fairly trembled—which for Jim's size was impressive He began to talk in restrained tones, reviewing the new program and the presenters' recommendations Within a matter of moments, his voice rose, the papers rattled in his hand, and his voice quivered in anger and frustration His main point was the unfairness of the program for students and teachers, most especially those in greatest need of quality schooling I wonder at times how Jim would speak about current state and federal policies and practices Jim was a kind man, and he did not speak ill of anyone But beneath that exterior was an intensity of commitment that I came to respect and admire We miss his presence in so mapy ways Robert C Calfee In Tribute to James R Squire vii IN AN AGE of "fast capitalism/' Jim Squire's work may have appeared anachronistic to some He often sought to remind us of the precedents for our ways of thinking, as when he spoke about the 1966 Dartmouth Conference—which rejected the transmission model in favor of a growth model—or about efforts within progressive education or even earlier to define what matters in education His voice at times must have seemed quaint to those concerned only with a narrow definition of "what works." He attended to the research of those such as Walter Lohan, who conducted a classic study of language development from kindergarten through grade 12 This attention evoked long-term, committed scholarship in a time when many sought only efficient experimental designs and the rapid generation of publications Similarly, Jim's concern for literature, for aesthetic experiences, and for an appreciation of the complexities and personal meanings of literacy were incongruent with uncritical emphases on new techniques for instruction or assessment It is ironic then that Jim's ideas and even more—his strong sense of values, his personal energy and commitment—have had far more influence than that of most of his contemporaries This influence extends from the larger issues he continually kept in the forefront to the details of particular methods and theories For me, his presence has been one that shaped my career and continues to influence it since his death I first got to know Jim in the early days of the Center for the Study of Reading (CSR) at the University of Illinois, Urbana-Champaign, while I was researcher at a partner organization, Bolt Beranek and Newman, Inc., in Cambridge, Massachusetts As a young researcher, I was mystified by the dichotomies of IRA and NCTE, reading and writing, learning-to-read and reading-to-learn, and elementary and secondary as they played it out in organizational structures and research paradigms I remember being asked to represent the CSR at an NCTE meeting, with questions about where the CSR or I stood on these dichotomies, questions I only dimly understood at the time In that context, I found that Jim was a person who was not only comfortable and confident himself in the different worlds, but who could also help others see areas of common ground and help to build common enterprise toward the deeper values that were shared This ability to bring people together toward a common purpose was one of Jim's special strengths, and he showed it in many other areas as well Early in the history of CSR, there was a focus on analyzing texts that children read These analyses were at times insightful and representative of the best linguistic and psychological research They were also a bit naive with respect to the sociohistorical context of schooling And they were often too critical in the bad sense, that is, unfairly negative, without suggesting any constructive alternatives The publishing industry might well have ignored that research, thus furthering one more unfortunate separation of theory and practice Jim played a major role in setting up a different option, one in which publishers and researchers engaged in dialogue Through a series of conferences, which led to collections of research articles and one-to-one discussions, there was a productive conversation facilitating learning on both sides The results spilled over into teacher education, instructional designs, and research conferences Looking back two decades, one might quibble with specific research findings or talk about how the landscape for viii Indrisano educational publishing has radically changed, but I doubt that Jim would be bothered by that What he would rightly emphasize is the enormous value of bringing together people with diverse views to explore those differences and to seek common ground Jim was very supportive of my own work at that time, inviting me to participate in various conferences, connecting me with others doing interesting work, and providing helpful critiques But his impact on me went beyond friendly mentoring He saw before I did that the work I had done critiquing the misuse of readability formulas or analyzing children's stories was running its natural course About that time I began work with Andee Rubin and Allan Collins on Quill, a computer system to support children's reading and writing (see Bruce & Rubin, 1993) I still remember a meeting ’with Jim over 20 years ago in which he helped me to see that my heart and potential lay in studying the impact of new information and communication technologies on literacy, an interest that persists to this day Despite (or should I say because of?) his strong historical sense, Jim was one of the first to see the potential of these new technologies I know that Jim played a similar role for many others, neither attacking nor praising blandly but helping them to understand themselves One other experience encapsulates much of what Jim was about Jim and his wife, Barbara, were the consummate dinner hosts My wife, Susan, and I were fortunate to attend several delicious dinners at their home These soirees exemplified the integrated approach to learning and life that Jim promoted The food and setting were excellent, not to mention Barbara's beautiful quilts There was personal warmth together with intellectual excitement I remember meeting Charlotte Huck, Martha King, Jeanne Chall, Lee Indrisano, and many others there, getting to know them as caring people, not just as names on book spines Jim helped me as a junior researcher come to understand the field in a richer and more nuanced way Most important, the Squires showed through these dinners and in many other ways that one could combine high moral s tandards, a commitment to children, intellectual integrity, and openness to new ideas In contrast to those who would reduce learning to simple lists of skills or blind quantifications, Jim's work and life remind us to acknowledge our fmiteness and to keep the wonder alive Bertram C Bruce - 4% - about Jim Squire? What a legacy! His absence leaves a gaping hole in our field and an irreparable void in those who crossed his path I had the good fortune to know Jim professionally as well as personally In each way, he was larger than life As an English language arts professional, he was equally at home in and made valuable contributions to the research, teaching, policy, and materials that helped shape our field and give it integrity Because he admired and knew the value of each of these areas to the improvement of education, he constantly and creatively provided opportunities for dialogue and joint imaginings He looked ahead, always dreaming of more and better and catching us up in his journey One day a call or letter from Jim would arrive, and before we knew it, we were meeting witji people and writing in collections of his creation that give breadth, history, and vision to our field WHAT TO SAY Epilogue: Effective Professional Development Issue/Question 233 Tip Clarify roles in the process Who does what? Why? This will go a long way toward building trust As a leader, make yourself available to individuals and small groups who are uncertain about their roles Continue to ground your activities in demonstrated need—based on student performance, staff perceptions, and, if available, parent and community concerns Always follow through when you make a promise or commitment to someone (If you forget a time or two, you will not earn their trust and confidence.) Promoting evidence-based decision making Begin with a topic and an initiative for which progress is easily measurable This can give a study group a baseline and a benchmark Using the data in a graphic form to show change over time is a powerful means to help teachers reflect on the progress their groups made Encourage teachers to look at data across grades and talk about moving forward as a school Data need to be put in user-friendly forms before staff will use them Ensure that this activity is an ongoing and regular component of action research Create a consistent framework for examining data Here is one set of questions a group of teachers came up with: Here are the data What they say to us about student performance? What they say to us about instructional need? Based on the data, what practices would most significantly impact growth? What professional development is needed in order for us to be proficient with these practices? Providing feedback about data from classroom observations Take time to share the purpose and the focus of the system with the entire staff, so that they know why the observations are being conducted Remind teachers that the observations are like snapshots They are descriptive, not evaluative Reinforce the positive practices that are evident in the observations Listen to what the teachers want feedback on Working with study groups Get each teacher to commit to trying one or two new things before the next meeting and to report back to the group on the results (continued) 234 Pearson, Taylor, & Tam Issue/Question Tip Distribute an agenda two to three days before the meeting to remind teachers of their responsibilities To facilitate video sharing, ask teachers if they had any strategies they were proud of as candidates for videotaping Once the schedule is set for study groups, honor it Don't let the study group agenda be interrupted or disabled by other school needs and priorities Increasing your effectiveness as a school leader/facilitator Come into classrooms as a helper, not an evaluator Initially, work with individuals or small groups to facilitate the teacher's agenda Demonstrate your value added Then get on with your professional development agenda Help the groups reach consensus about their collective (and individual) action plans Ask questions that refocus the reform on student performance and more effective pedagogy Learn from those who are more experienced Try to structure opportunities to talk with more experienced facilitators Use every opportunity to discuss your role with the principal and leadership team Get regular feedback on how the leadership team and teachers feel you are doing and how they feel about the study group time When you visit classrooms, work with children on whatever they are doing at the time Send the message to teachers you and they are in this together to improve instruction Adapted from Taylor, B.M (2004) The school change framework for improving reading achievement: Implementation manual Minneapolis: University of Minnesota Shitkar tfndtpc A Ada, A.F., 34, 98 Adams, M.J., 15, 32, 204 Adder, C.T., 120 Adler, M.J., 217 Akroyd, S., 98 Alao, S., 73 Alexander, M.M., 98 Alexander, P.A., 215 Aliki, 53 Allington, R., 176 Alvermann, D.E., 74-75, 201 Amanti, C., 32 Anderson, C., 36,167 Anderson, E., 73 Anderson, M.C., 204-205 Anderson, R.C., 204-205 Anderson, T.H., 72 Anson, C.M., 156,158,163 Applebee, A.N., x, 178, 180,184, 209 Applebee, R.K., ix-x, x Armbruster, B.B., 72, 204 Ashton-Warner, S., 139 Atwell, N., 128,158,163 Au, K., 45 Aulls, M.W., 150 Avery, C., 37 Avi, 128 B Baghban, M., 9, 32, 98 Baines, C., 143 Baines, L., 143 Bakhtin, M.M., 158 Bang, M., 48 Bardine, B.A., 162 Bardine, M.S., 162 Barnard, I., 164 Bartfai, N., 55 Barthes, R., 200 Beach, R., 157-158,161-163,168 Bean, T.W., 138 Beeler, T., 15 Beers, J., 33 Bennett, L., 73 Bennett-Armistead, V.S., 75 Berg, E.C., 164 Berne, J., 230 Beyer, B.K., 71 Birdyshaw, D., 138 Birman, B.F., 221 Bissex, G.L., 9, 32, 98 Blachowicz, C.L., 227 Black, L.J., 167 Blair, L., 168-169 Blasingame, J., 120, 122 Blunt, A., 97 Bodino, A., 42 Bolter, J.D., 201 Bomer, K., 26 Bomer, R., 26 Bovino, T., 45 Boyle, O., 42,45 Bradshaw, T., 69 Bransford, J.D., 204 Bristor, V.J., 73 Broad, B., 159 Broaddus, K., 150 Brogan, P., 59 Bromley, K., 41 Brown, A.L., 177, 209, 213, 215 Brown, J.E., 75 Browne, A., 131 Brozo, W.G., 138 Bruce, B.C., viii, 194,196, 201 Buchan, K., 42 Burke, J., 157 Burkland, J., 162 Burns, M.S., 16,43, 76-77 Burton, D., ix Bushman, J.H., 120,122 Buss, K., 75 C Calfee, R.C., 204-206, 208, 211-215 Calkins, L.M., 15,18, 35,48,144 Callella, T., 139 Cameron, J., 33 Campione, J., 209, 215 Carey, N., 55 Carle, E., 52, 80 CARNEY-DALTON, P., 77 Carr, E., 215 Carrasquillo, A., 41 Carson, J., 162 Casbergue, R., 9-10,18-19 236 Author Index Cazden, C.B., 98 Draper, R.J., 150 Chambliss, M.J., 205-206, 214-215 L.G., 138 M.P., 210 Drum, P.A., 215 Duke, N.K., 9, 44, 75,139,146 Dyson, A.H., 8-9,15, 34,41 Chamot, A.U., 120 Driscoll, G.L., Chang-Wells, Dreyer, 177 Chard, S.C., 79 B., 164 B.W., 75 L., 158 Christian, Church, Clare, E Clark, E., 34 Clay, M.M., Edwards, 17, 33,139,177 Cohen, Cohle, D., 98 P., 34,157,162 R.F., 222 Emig, J., 1,41,71,161 English, K., 185 Etheredge, S., 73 Cleaveland, L., 26 Clemesha, P.A., Ehri, L., 33 Elbow, 52 Elmore, P., 209 D.M., 75 Collins, A., 204 Collins, J., 177 Colton, A.B., 153 F Compoy, F.I., 34 N., 41,141-143 127 Farris, E., 41, 55 Faust, M., 157 Farnan, Compton-Lilly, C., 98 Connolly, P., 71 Conrad, J., 205 Conrad, S.M., 163 Farrell, E.J., x, Favorite Poem Project, 57-58, 61 G., 75 P.C., 98 Cook-Gumperz, J.J., 177 Fawcett, Cooper, C.R., ix, x Fawson, Crank, V., 169 Fearn, L., 141-143 Crews, N., 45 Ferreiro, E., 98 D.E., de Acosta, M., 98 D.R., 162-163,168 B., 38 Fisher, D., 122-123,127,129,138-140, 149-150,153 Fisher, P., 227 Fitzgerald, J., 37, 50,161 Flash, P., 159 Fletcher, R., 50, 75 Flihan, S., 176 Flood, J., v, vi, 58,122-123,127,129-130, 153 Foard, M., 143 Foorman, B., 15 Foucault, M., 201 Fountas, I.C., 139 Frank, C.R., 167 Deegan, E.F., 162 Freedman, S.W., 41,158,162, 208 DeGraff, J., 143 Freeman, De Pew, K., 42 French, J.N., 98 Crone-Blevins, 162 S., 34 E.T., 77,143 Crummel, Cudd, Fisher, Culham, R., 127-128 Cunningham, J.W., 72 Cunningham, C.P., Curtis, P.M., 72, 227 185 D M.C., 40 K., 41 Daane, Dahl, Darling-Hammond, L., 44, 55 Davis, B.H., 72 Davis, Ferris, G.A., 120-121 Day, J., 209, 215 Desimone, L., 221 Frey, De Temple, J.M., 98 Frye, Dewey, Di J., 78,157,195 W.J., 76 Biase, N., 127,138-139,149-150 B.J., 222-223 G V.L., L., 157 Dickson, R., 143 Gadsden, Dietz, M., 59 Galda, Dixon, C.N., 139 73 97 Gallagher, M.C., 138 R., 177 D.R., ix Dorsey-Gaines, C., 98,102,104 Gallimore, Drake, L., 140 Gallo, Author Index A., 178, 183 Gantos, J., 131 Gardner, H., 10 Garet, M.S., 221 Gibbons, G., 46 Gilbert, T., 73 Gillespie, W., 200 Glasswell, K., 168 Glatthorn, A., 120 Goff, L.S., 153 Goldenberg, C.N., 98 Goldstein, L.M., 163 GonzAlez, N., 32 Goodman, K.S., 177 Goodman, Y., 34 Goudvis, A., 227 Grant, R., 40 Graves, D.H., 1,29,35,41 Greene, B., 41 Greenfield, E., 62 Griffin, P., 16,43 Grimm, N., 162 Grusin, R., 201 Gumperz, J., 177 Gunning, T.G., 74 Guthrie, J.T., 73,123 Gamoran, H C., 195 M.A.K., 210 Halpern, M., 86 Hancock, G.R., 73 Hand, B., 150 Hansen, J., 29 Hare, V.C., 215 Hargis, C.H., 138 Hargreaves, A., 122 Harvey, S., 227 Harwayne, S., 35 Hassan, R., 210 Havens, L., 128-130,149 Hawisher, G.E., 201 Heath, S.B., 98,102,104,177 Hendershot, J., 75 Henderson, E., 33 Henkin, R., 165 Henry, J.M., 75 Hewett, B.L., 168 Hillocks, G., 1,41,161 Hindley, J., 34, 37 Hoetker, J., ix Hoffman, J.V., 26, 36 Hoffman, R., 130 Hold away, D., 33 Haas, Halliday, Homza, A., 98 163,169 76 Hudelson, S., 42 Huerta-Maclas, A., 98 Hughes, L., 63 Hunt, R., 159 Hutchins, P., 45, 53 Hyland, F., 162 Hyland, K., 162 Honeycutt, L., Hoofman, J., I Iannacone, V., 169 Indrisano, R., xiv International Reading Association, Ivey, G., 150 J A.W., 120-121 C., 142 Jenkinson, E.B., 72 Jensen, J.M., v, 26, 58 Jerome, K.B., 89 Jin, Y., 40 Jackson, Jago, Johns, J.L., ix M.K., 204 150 Johnston, B., 162 Jones, K.M., 42 Jones, T., 169 Jordano, K., 139 Joyce, J., 206 Johnson, Johnson, V., K 178, 183 197 Kambarelis, G., 9,45 Kaplan, R., 210 Karnowski, L., 75 Katz, L.G., 79 Kaufman, D., 167 Kays, J., Keats, E.J., 48 Khamcharoen, P., 163 Killion, J., 122, 221-222 Kilpatrick, W.H., 78 Kim, L., 158 Kindler, A.L., 40 King, J.R., 177 Konopak, B.C., 72 Kooy, M., 163 Kress, G., 201 Krol-Sinclair, B., 98 Kronholm, M., 75 Kunkel, A., 143 Kachur, R., Kagle, S.E., 18 237 238 Author Index C., 163 G., 98 L Mellen, L., 36 Laminack, L., 26, 36 Landauer, T.K., 206 Landow, G.P., 200 Langer, G.M., 153 Langer, J.A., vi, 123,138, 176-178, 180-181, 183, 185, 209 Lapp, D., v, 58, 122-123,127,129-130, 153 Larson, J., 158,170 Larson, V.L., 120 LaZansky, J., 209 Lee, A., 161 Lennart, L., Lensmire, T.J., 159 Lewis, L., 41, 55 Lewis-Barrow, T., 98 Lieberman, A., 221-222, 230-231 Liu, J., 168 Locker, T., 48 Melzi, Labbo, Miller, H.M., 152 L., 221-222, 230-231 Miller, R.G., 211-214, 217 Mills, N., 163 Minnich, E.K., 177 Mlynarczyk, R.W., 161 Moll, L., 32 Monroe, B., 169 Monson, D., ix Montero, M.K., 75 Moore, D.W., 72,138 Moore, S.A., 72 Miller, Moran, M.H., 168 C., 140 A., 46 Morris, R., 143 Morrow, L.M., 71, Moss, B., 74 Moretti, Morris, 73 Longfellow, H.W., 68 L., 150-152,186,188-189 Lundberg, L., 15 Lowry, N National Assessment of Educational Progress, 1,40 M R.K., 138 MacGinitie, W.H., 138 Maier, M., 158,170 Mallon, T., 196 Maria, K., 138 Marrow, A.J., 32 Martin, B., Jr., 59 Martin, M.A., 72 Martin, S.H., 72 Martinez, W.T., 217 National Association for the Education MacGinitie, Massachusetts Department of Education, 40, 42 T.J., 211 Mathers, P., 34 Matsuda, P., 42 Matsumura, L.C., 161 Mathena, Maxim, G., 77 of Young Children, 18 National Center for Education Statistics, 203 National Institute of Child Health and Human Development, 43, 217 B., ix Nelson, A., 42 Nelson, G., 162 Nelms, Nelson, N., 204, 208 Nessel, D., 139 New London Group, 177 Newmann, F.M., 222 Newton, I., xiii Nichols, B., 69 Nickel, J., 168 Ninio, A., G., 50 Noblit, A.D., 73 McCarrier, A., 139 McCarthey, S.J., 98 McClure, A.A., 78 McGee, L., o McGinley, W., 209, 215 Oczkus, L.D., 148 M.E., 150 McIver, M.C., 168 McKinley, N.L., 120 McMackin, M., 75 McTighe, J., 123 Melby-Mauer, J., 169 O'Flahavan, McCann, McIntosh, No Child LEFr Behind Act, 40 Nystrand, M., 178,183 Ogle, D.M., J.F., 209,215 74, 215 Olson-Dinges, C., 98 O'Malley, J.M., O'Neill, P., 164 Ostertag, J., 72 120 Author Index G., 34 OzGUNGOR, S., 73 Owocki, Richgels, D., 9,15 V., ix L.L., 77,143 Rodriguez, L.J., 144 Rodriguez, M.C., 221-222, Rodriguez, V., 41 Rippere, Roberts, p N.D., 75 C., 163 Palincsar, A.S., 148,177, 213 Palmer, B.C., 98 Pappas, C., Paratore, J.R., 52, 97-98 Parsad, B., 41, 55 Pascal, J., 158 Patrick, C.L., 212 Patthey-Chavez, G.G., 161, 168 Pearson, P.D., 138-139,177,183, 221-223, 225 Peregoy, S., 42, 45 Persky, H.R., 40 Peterson, D.S., 221-223, 225 Peyton, J., 42 Pfeffer, W., 48 Phelps, S.F., 74 Pica, T., 45 Pilgreen, J., 150 PlLKEY, D., 131 PlNNELL, G.S., 139 Pinsky, R., 57, 59, 65 Placier, P., 221 Plauche, M.B., 9,18 Portalupi, J., 50, 75 Porter, A.C., 221 POUNDSTONE, C.C., 73 Prain, V., 150 Prendergast, C., 178,183 Pressley, M., 71, 73 Purcell-Gates, V., 98 Purves, A.C., ix, x Padak, Palard, Rogers, R., 98 Rooze, G.E., 72 C.L., 74, 78 M., 42 Rosenblatt, L.M., ix, 58,157, 209, 215 Rosaen, Rosen, Roser, N., 36 K., Rubin, A.D., viii, 194 Roskos, Ruddell, M.R., 139 A., 73 M.K.T., 72 Rudnitsky, Runnels, Rycik, J.A., 138 Rylant, C., 34 S Sadler, R.W., C., 68 Santa, C., 128-130,149 SCHALLERT, D.L., 215 SCHICKEDANZ, J.A., 9-10, Sandburg, Schon, D.A., 203 Schoonmaker, F., 68 J., 131 Scott, J.A., 50,132 Sedgwick, E., 143 Selfe, C.L., 201 Shakespeare, W., xiv Shanahan, T., 71-72,150,177, 208 SCIESZKA, Shirley, F., ix L.S., Shuse, D., 120 E., 98 Ramsey, J., 75 Raphael, T.E., 183, 209 Rasinski, T.V., 75 Rathmann, P., 36 Rauch, K., 75 Ray, K.W., 26, 36 Read, C., 15, 33 Reeves, D.B., 122,149 Siegel, S., 200 Reutzel, D.R., 98 Rhoder, C.A., 98 Richards, I.A., ix Richardson, V., 221, 230-231 Rettberg, 98 Schneider, J.J., 168 Shulman, Reif, R.J., 75 168 Salvatori, M., 209 Q-R Quintero, 225 121 B., 75 Silbey, R., 77 Silvernail, D.L., 122 SlLVERSTEIN, S., 68 J., 144-145,164 G.D., 59 Smerdon, B., 55 Smith, F., 35 Smith, J.K., 71, 73 Smith, L., 131 Smith, M., 71, 73 Snow, C.E., 9,16, 42-43, 204, 208 SOLSKEN, J.W., 177 Sommers, J., 163 Sommers, N., 161-162 Simmons, Sloan, 239 240 Author Index Soter, A., 209, 215 Sperling, M., Van Gelderen, A., 158, 208 Spinelli, J., 131 Spiro, R.J., 158,161 161 Van Meter, P., 73 Viorst, J., 140 Vipond, D., 159 Volk, D., 98 Voltaire, 147 Vygotsky, L.S., 162 Valdes, R., Speer, T., 143 204-205 Spivey, N.N., 177 J.R., v, vi, ix-x, x, xiv, Stanley, G.K., 143 Stanley, J., 84 Squire, 32, 58-59 177 Stead, T., 75 W W., 45 Stein, N.L., 205 Steinberg, J.R., 158 Stephens, E.C., 75 Stergis, R., 98 Stevens, J., 34 Stratton, D., 200 Straub, R., 162,164 Watts-Taffe, WlGFIELD, Straub, S., 98 Wiggins, G., 123 Steig, Street, B., 177 E., 177 Welch, N., 159,169-170 Wells, G., 177 Wells, J., 163 Wenglinsky, H., A., 73 Wilhelm, J.D., 157 Williams, D., 138 Williams, Swafford, J., 75 Wilson, J.R., ix M.R., 162 S.C., 163,169 M., 214 S.M., 230 Wolf, S.A., 168 Wolfe, J., 168 Wilson, Wilson, T Tabors, P.O., 9, 98 Tam, 221 White, E.B., 46 Sumara, D.J., 157 Sweeney, 47 Wildsmith, B., 45, 52 Strickland, D., 42 Sulzby, S., Wehiage, G.G., 222 A., 225 Wolfer, P., 37 Tannacito, T., 168 Tanner, Taylor, Taylor, M.W., 169 B.M., 221-223, 225, 234 D., 97-98,102,104 Wong, S., 40 Wong-Fillmore, L., 42,45 Wynes, B.J., 98 Taylor, M.C., 97 Y R., 171 Teale, W.H., 32, 98,177 Teberosky, A., 98 Templeton, S., 71-72 Tharp, R.G., 177 Tierney, R.J., 71-72,177, 208-209,21' Todd, R.W., 163 Tompkins, G.E., 74, 81 97 R.P., 161 Yockey, J., 76 Yolen, J., 45, 48 Yoon, K.S., 221 Yuan, Y., 168 Taylor, Tompkins, J.P., 157 Tovani, C., 183 Towle, W., 75 Truscott, D.M., 47 Tuzi, F., 168 Tyler, R.W., 216 u-v Underwood, T., 214 Urzua, C., 42 Yaden, D., Yagelski, Z Zakaluk, B.L., 98 Zanger, V.V., 76 Zimmerman, A., 52 W., 95 Zitlow, C.S., 78 ZOEHFELD, K.W., Zinsser, 30 Note Page numbers followed by f and t indicate figures and tables, respectively A Center on English Learning 126 adolescence, 120-121; literacy in, 137-138; peer feedback in, 144-146 Achievement (CELA), Academic Performance Index (API), African American Vernacular English (AAVE): speakers of, adolescence and, 121 Ali, Abdurashid, 146-149,148f alphabetic principle, 11,12 f API See Academic Performance Index apology: writing on, 23, 24f Applebee, Arthur, ix Asilomar conferences, xi-xii, xiii assessment: elements of, 210-213; highstakes, 1, 216; and instruction, 213-216; reading-writing, authentic, construction of, 203-219; in writing workshop, 38 audience: and writing instruction, 128-129 author's chair, 36 autonomy: principle of, 58-59; technology and, 195 & 177-178 Chall, Jeanne, xiii group creation of, 185 CHAT ROOMS, 168 character: children: in immigrant families, writing of, 108-112 CIERA See Center for the Improvement of Early Reading Achievement CINQUAINS, 77 Favorite Poem Project and, 62-63; for immigrant families, 112-117; library in, resources for, 129, 130f) practices, for emergent writing, 14-23; writing to learn in, 78-84 cognition: shared, 185 Collins, Allan, viii commentary: study of, 184 CommonSpace, 168 communication: in study groups, in CIERA project, 228-229 classroom: community: writing as reflection on, 199-201 B Concept-Oriented Reading Instruction on Squire, vi Castro, Edgar, 138-141 CELA See Center on English Learning & Achievement (CORI), 73-74 feedback through, 167-169; practices for, 169-171; in writing workshop, 36-37 CONNECTIVE DIMENSION, 157 Connect phase: in Read-Write Cycle, 214-215,214f consensus scoring, 122-128,124f-126/; of common writing prompts, 153; components of, 123-124; transporting program between schools, 126-127 constructivism: and writing to learn, 71 content knowledge: and professional growth, 122 Center for the Improvement of Early conventional writing: perspective on, Beach, Richard: on Squire, ix-x 149 big ideas: and curriculum, 179 Blogosphere, 196-198 Bomer, Katherine: on Squire, xi books: on writing to learn, 74, 75f Bruce, Bertram C.: on Squire, vii-viii BELLWORK, c Calfee, Robert C.: (CIERA) School Change Project, 221-234; framework for, 222-225; implementation of, 225-230; tips for, 232-234 Center for the Study of Reading (CSR), vii, 204 conferences: 23-24 Reading Achievement substantive, 192; written, 187,188f CORI See Concept-Oriented Reading Instruction Cornell note page, 146,147f conversation: 241 242 Subject Index correction: coteaching: perspective on, 23-24 for professional development, 44-45 feelings: and writing, parents and, 105-106,106/ writing to learn in, 86-89, 88f financial writing, 104 FINGER SPACING, 17, 18f first grade: inquiry projects in, 78-82, 79f-81f Flood, James: on Squire, v-vi folders, 31,182 found poems, 149 * fourth grade: writing to learn in, 89-90, 90f frequency of writing: of children, 108-109; of parents, 101-102 fifth grade: supporting, 182-183 149 CSR See Center for the Study of Reading critical thinking: CRYSTAL BALL, D decision making: evidence-based, tips for, 233 demonstration lessons: for professional development, 44-45 digital video recording (DVR), 202 of Favorite Poem district-wide applications: Project, 68 G E 141-142 genres: children and, 109-111,109/’-110/; and evaluation, 159; instruction in, 143-144; parents and, 102-106 gifted classroom: writing to learn in, 84-86 GENERATIVE SENTENCES, early writing: editing: peer, research on, 8-10 164-165 Electronic Literature Organization (ELO), 200 elementary classrooms: writing to learn in, Ginn & Company, v-vi, x-xiii 149 71-96 golden lines, poetry in, 57-70 8-25, 9f classroom support for, 14-23; development of, 10-14, llf-Uf GRADUAL RELEASE OF RESPONSIBILITY MODEL, elementary grades: 138-139 emergent writing, 50, 51 f, 130; for professional development, 46; in ReadWrite Cycle, 215 GRAPHIC ORGANIZERS, English-language learners (ELLs): adolescence and, 121; individual needs of, 52-53; online feedback for, 169; research on writing with, 41-42; stumbling blocks to writing with, 52-54; writing with, 40-56, 47f entry slips, 149 evidence-based decision making: tips for, 233 evocative dimension, 157 EXIT SUPS, 149 emergent, 18-19,1% schema theory on, 206; student responses to, 86-89, 88f Extend phase: in Read-Write Cycle, 214f, 216 expository writing: classroom support for, 17-18 child's guidelines for, 29f heuristics, 205 historical fiction: study of, 185-186 home-school connections: family poetry night, 67-68; Favorite Poem Project and, 63-64, 64f-65f; with immigrant families, 97-118 HYPERTEXT GENRE, 200-201 hypotheses: ability to develop and elaborate on,159 handwtuting: health: I capturing, 183; and writing instruction, 129-130 identities: student construction of, 171-172 IEA See Intelligent Essay Assessor ILP See Intergenerational Literacy Project immigrant families: data collection on writing in, 101; writing in, 97-118 independent thinking: in secondary schools, 137-155; supporting, 182-183 independent writing, 142-143 ideas: F families H See home-school connections 57-70; implementation of, 61-69; introductions in, 66, 67f; principles of, 57-58 feedback: analysis of, 165-167; online, 163, 168-169; peer, 144-146,145f 164-169v; tips for, 233; use of, factors affecting, 163-164; written, 162-163 Favorite Poem Project, Subject Index grades 2-3, 82-84, 83/; grades K-l, 78-82, 79/-81/ Inspiration Software, 21,130 Intelligent Essay Assessor (IEA), 206-207 INTERACTIVE WRITING, 139-140 INQUIRY projects: Intergenerational Literacy Project (ILP), 100; participation in, family writing and, 107-108,108/ introduction letters: by immigrant 113-114, 115/ INVENTED SPELLINGS, 28, 29/ families, J-K dual-entry, for literary response, 158; feedback on, 163; for immigrant families, 114; online, 196; writing to learn in, 75-78 Kennedy, John F., xiv 243 Loban, Walter, vii M writing to learn in, 75-78 mark making, materiality: of writing, 195-196 mathematics: writing to learn in, 76-77 Maye, Deasia, 144-145 memory-aids writing: parents and, 103/ 104 middle school: assessment in, 203-219; writing in, 120-136 minilessons, 28-30 model texts, 130-131,131 / 140-141 magazines: journals: New Criticism, ix essential components model, and writing instruction, 82 kindergarten: inquiry projects in, 78-82, 79/-81/ K-W-L STRATEGY, 74, 215 194-202 120-136; 128-134 new media: and writing instruction, KEY WORD WRITING TECHNIQUE, 76 Kidspiration Software, N 90/90/90 schools: writing instruction in, 122 nonfiction, 31; 30, 30/; in 89-90, 90/; time draft lead for, fourth-grade classroom, spent on,146 L A.: on Squire, viii-ix language choice: children and, 111; in parents' writing, 106-107; purpose and, 107 language conventions: in writing instruction, 132 language experience approach (LEA), 139 Langer, Judith Lapp, Diane: on Squire, v-vi 205-207 150,151/-152/ LEA See language experience approach leadership: teams, in CIERA project, 223; tips for, 234 LATENT SEMANTIC ANALYSIS, Le, Khoi, learning community: of immigrant families, 99-100 Lewin, Kurt, 32 classroom, resources for, 129,130/ literacy conversations: for professional development, 44 literacy instruction: professional development for, 221-234 literacy learning: writing and reading relationships in, 176-193 literary response: support for, 159-160; writing and, 157-159 literature: as food for writing, 34-35; formal writing about, 158-159; informal writing about, 157-158 library: notebooks, writer's, 180-182,181/; rubric for, 181,181 / O and evaluation, 159; in writing instruction, 130 Organize phase: in Read-Write Cycle, 214/, 215 other: writing as reflection on, 198-199 outline, draft, edit model, 161 organization: P 77-78,132,133/ R.: on Squire, xii-xiii parents: writing of, 101-108,102/-103/ 105/-106/ 108/ See also home-school connections Partnership for Literacy, 178 Pearson, P David: on Squire, xi-xii pedagogical-content knowledge: and professional growth, 122 pedagogical framework: for writing development, 192 paragraph frames, Paratore, Jeanne pedagogical knowledge: and professional growth, 122 peer conferences: feedback through, 167-169 244 Subject Index PEER FEEDBACK, 144-146,164-169; techniques for, 145/ persuasive writing: instruction in, 143-144 phonics: early, classroom support for, 15-17 physicality: principle of, 59 PLANNING GRAPHICS, 28, 28/ poetry: autonomy and, 58-59; bilingual, 110/; in blogs, 197; in elementary grades, found, 149; models for, 140-141, 141/; physicality and, 59 57-70; Poetry Anthology Time, 62 POETRY CORNER, 66 Poetry Institutes, 60-61 point-driven stance: ability to adopt, 159 POSITIVE FEEDBACK, 162 POWER WRITING, 142 practice: for immigrant families, 112-117; theory and, in primary classroom, 32-36; and writing to learn, 74-90 presentation: websites on, 134/; in writing instruction, 134 English-language environment of, 27/-32/ writing in, 26-39 primary classrooms: learners in, 27-31, 40-56; 208-209; in literacy learning, 176-193; and reading development, 33-34; and writing to learn, 93-94 Read-Write Cycle, 213-216, 214/ 217 reflection: in Read-Write Cycle, 214; support for, 182,186-191,190f-191f; writing as, 195-201 REFLECTIVE DIMENSION, 157 Reflect phase: in Read-Write Cycle, 214/ 215 research: technology and, 198-199,199/ response: dimensions of, 157; in secondary schools, 156-175 revision: development of, 189,190/-191/ as performative space, 159; sentencelevel, 132, 133/; theory on, changes in, 161; in writing workshop, 37-38 rhetoric: and writing instruction, 176 Roser, Nancy: on Squire, xi Rubin, Andee, viii rubrics: in assessment, 212-213; sharing, 181-182; for writer's notebooks, 181, 181/ READING-WRITING RELATIONSHIPS, process prompts, 77 professional community: Favorite Poem Project and, 68-69 for Favorite Poem Project, 65-66; for literacy instruction, 221-234; for middle school writing instruction, 121-122; versus program training, 217-218; for working with ELLs, 44-46, 53-54; on writing and reading relationships, 177-179 prompts: in assessment, 211-212; professional development: consensus scoring of, 153 PUBLICATION CELEBRATION, 128 punctuation: classroom support for, 17-18 purpose: children and, 109-111; and language choice, 107; parents and, 102-106; and writing, 33 s writers' notebooks and, 182; writing instruction, 50-52, 51/ schema theory: and reading comprehension, 204-208 school-wide applications: of Favorite Poem Project, 65-68 science: writing to learn in, 75-76 scripts, 205 scaffolding: secondary schools: assessment in, 203-219; writing in, 137-175 82-84, 84-86 on, 196-198 second grade: inquiry projects in, 83/ writing to learn in, self: writing as reflection SEMANTIC WEB, 21, 23/ sentence fluency: in writing instruction, 132 Q-R 132,133/ sentences: combining, 132; generative, 141-142 sharing: rubrics, 181-182; writing, 36 shopping lists: lesson on, 116-117; parents and, 103/ 104 short stories: study of, 185 show, don't tell technique, 132,133/ sideshadowing: definition of, 159 SIGHT WORDS, 16 signs: in classroom, 27, 27/ sentence-level edits, questionnaire: in CIERA project, 225 Quill, viii, 194 RAFT technique, 128-129,12% 149-150 Ramirez-Gomez, Raquel, 143-144 READER-RESPONSE THEORY, 156-157 reading: integration with writing instruction, 48-50,49/; wide, importance of, 150 reading comprehension: schema theory and, 204-208 Subject Index in literacy analysis, 97 social act: writing as, 34 SOCIAL-INTERACTIONAL WRITING, 104 social studies: emergent writing and, 20-21, 20f-23f; writing to learn in, 77 spelling: early, classroom support for, 15-17 SPELLING lists, 16 spelling practice: writing for, 102,103f Squire, Barbara, viii, xiv Squire, James R., v-xv, 194 SSR See sustained silent reading staff commitment: tips for, 232-233 STORY GRAMMARS, 205-206 student writing: analysis of, 165-167; identities in, 171-172; responding to, 160-164 study groups: in CIERA project, 223-226; tips for, 233-234 sustained silent reading (SSR), 148; successful, factors in, 152/; value of, 150, 151/’-152/> situatedness: 245 on presentation, 134/1 whole-group meetings: in CIERA project, 224-225 websites: word choice: in writing instruction, 131-132 TALK TIME, 132 writers: food for, 34-35; fragility of, 35-36 writing: amount of, managing, 53; children's capability for, 32-33; conventional, perspective on, 23-24; emergent, 8-25, 9f; with Englishlanguage learners, 40-56, 47/; environment for, 27-31, 21f-32f) as family event, 111-112; in immigrant families, 97-118; in literacy learning, 176-193; materiality of, 195-196; in middle school, 120-136; opportunities for, 22-23; in primary classrooms, 26-39; as reflection, 195-201; in secondary schools, 137-175; sharing, 36; as social act, 34; supplies for, 31; as technology, 194-202 writing across curriculum, 18, 77-78 See also writing to learn target text: writing instruction: assessment and, T 129-130 in assessment, 210-211 Taylor, Barbara: on Squire, xi-xii TBE See Transitional Bilingual Education teacher conferences: feedback through, 167-169; practices for, 169-171 teachers: feedback from, 164-169; responses to students' writing, 160-164 technology: as autonomous, 195; and research, 198-199,19% writing as, 194-202 text selection: for ELLs, 53 text structure, 205-206 theme-related writing, 18-21, \9f-23f theory: and practice, in primary classroom, 32-36 THINKING GUIDES, 186, 187f third grade: inquiry projects in, 82-84, 83f TiVo, 202 topics: selection of, 35, 35f) sustaining and abandoning, 36 Transitional Bilingual Education (TBE), 99 V-W writing for, 102,102f voice: in blogs, 197; in poetry, 58; students and, 64; in writing instruction, 130-131, 131 f vocabulary practice: word walls, 213-216; context for, 42-54; for immigrant families, guidelines for, 113; in middle school, frameworks for, 121, 127-128; organization of, 46-48; and reading, 48-50, 49f] scaffolding, 50-52, 51 f, in secondary school, 138-144; in writing workshop, 34-35 writing research: on early writing, 8-10; introduction to, 1-5; on writing to learn, 72-74 writing to learn: benefits of, 91-92; books on, 74, 75t; challenges of, 92-93; definition of, 71-72; in elementary classrooms, 71-96; magazines and journals on, 75-78; in practice, 74-90; research on, 72-74; in secondary schools, 146-150; teachers' perspectives on, 90-94; teaching vignettes in, 84-90 writing workshop, 26; issues in, 36-38; minilesson in, 28-30; theory and practice in, 32-36 Y-Z yesterday's news, 149 ZONE OF PROXIMAL DEVELOPMENT (ZPD), 162 ? § earning to Write, Writing to Learn: Theory and Research in Practice is based on the belief that changing the way educators teach writing requires changing the way they understand the process of writing This collection brings together the perspectives of university researchers and classroom teachers to support your understanding and implementation of excellent writing instruction As these distinguished contributors review the theory and research related to a particular area of writing development and then apply the evidence to actual classroom practice, you wall see the explicit connection between writing theory and practice Transcripts of classroom discourse, samples of student work, and teachers' responses to particular instructional practices will show you how the theory and research come to life in the classroom Taken together, the chapters cover writing development in grades K-12 and within different learning contexts to help teachers in various settings Teachers are the professionals who are best able to achieve meaningful instructional reform in the classroom Learning to Write, Writing to Learn is offered as one means to assist you in your efforts to help children become accomplished writers Roselmina Indrisano is Chairman and Professor in the Department of Literacy and Language, Counseling and Development at Boston University, Boston, Massachusetts, USA Jeanne R Paratore is Associate Professor of Education and Program Coordinator for Reading Education in the Department of Literacy and Language, Counseling and Development at Boston University, Boston, Massachusetts, USA ALSO OF INTEREST: Perspectives on Writing: Research, Theory, and Practice Roselmina Indrisano, James R Squire, Editors 2000 Untangling Some Knots in K-8 Writing Instruction Shelley Peterson, Editor 2003 " ISBN-13: 978-0-87207-576-4 ISBN-10: 0-87207-576-1 0 0 ■ x JC, International [Reading Association v www.reading.org ... of emergent writing, including children''s understanding of the Learning to Write, Writing to Learn: Theory and Research in Practice edited by Roselmina Indrisano and Jeanne R Paratore Copyright... sights—the researchers and thinkers and teachers who have shared what they know about teaching to, and learning from, young writers Learning to Write, Writing to Learn: Theory and Research in Practice. .. mesmerized time and time again Learning to Write, Writing to Learn: Theory and Research in Practice edited by Roselmina Indrisano and Jeanne R Raratore Copyright © 2005 by the International Reading Association