Volume 3, Issue 2
Language Arts, Winter 2011 
In this issue of Better, some of the world’s leading researchers review the evidence of what works in teaching Language Arts. The articles cover a range of issues, including the importance of vocabulary, the best ways of teaching writing, and the importance of grammar. There are also features on the use of multimedia to support the teaching of writing and the additional help that is needed for English Language Learners.
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Contents
| Page | Title | Author |
|---|---|---|
| 4–5 | Evidence-based practices for teaching writing | Amy Gillespie and Steve Graham |
| 6–7 | Teaching 50,000 words | Michael Graves, Diane August, and Maria Carlo |
| 8–9 | Teaching writing to ELLs in high schools | Margarita Calderón |
| 10–11 | Vocabulary: What words should we teach? | Andrew Biemiller |
| 12–13 | Harnessing grammar: Weaving words and shaping texts | Debra Myhill |
| 14–15 | Learning to write and writing to learn | Gert Rijlaarsdam et al |
| 16–17 | Teaching argument writing to 7–14 year olds | Richard Andrews et al |
| 18–19 | Learning writing strategies | Mark Torrance and Raquel Fidalgo |
| 20–21 | Cooperative writing with embedded multimedia | Robert Slavin and Nancy Madden |
| 22–23 | Using an evidence-based practice or program |
Jonathan Haslam |
| 24–25 | Evidence in the news | |
| 26–27 | Latest research |
