The overarching purpose of the study is to describe the English-reading development of Latino English learners who were members of the low reading group in a first-grade all- English classroom. Observations, interviews, multiple assessments, and case analyses were conducted.

The study examined the relationship between cohesion and coherence in children's writing and whether this relationship varied with story content, quality of writing, and grade level. Findings from this study, which used a unidimensional, linguistic, text-based measure of coherence (Hasan's [1984] cohesive harmony index), were compared to the results of an earlier study, which used a multidimensional, holistic rating of coherence. Two stories written by each of 27 third graders and 22 sixth graders were scored for 11 cohesion variables, coherence, and quality. Main conclusions of the present study were: (a) there was evidence of a relationship between cohesion and coherence; (b) the relationship varied according to text content; (c) the relationship did not vary according to quality of writing; and (d) the relationship did not vary according to the students' grade level. Additionally, in the first study, developmental effects were found for cohesion, coherence, and quality. When compared to findings from the earlier study, both similarities and disparities were noted.

Using a single-subjects-with-replicates design, this study investigated conference influence on first graders' knowledge about revision as well as revision activity. Sixteen children participated in group writing conferences with a teacher, in a natural classroom setting, every other week from February through June. Data from three baseline points and seven conference points were summarized. At conference data collection points, students wrote, conferred in groups with a teacher, were interviewed about potential revisions, and revised work in progress. At baseline points, the same events occurred, but there were no conferences. Two main variables were used to evaluate knowledge of the revision process: number of spots suggested for revision and average specificity of suggested changes. The main variable for actual revision activity was total number of revisions made. Final drafts were also rated for quality. Conferences did influence revision knowledge and revision activity for many children. However, the extent of conference influence was mediated by certain entry level student characteristics. Generally, the most positive effects occurred for students who began with the least amount of knowledge about revision, who were initially doing the least amount of revision, and who were initially writing pieces judged among the lowest in quality.

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