Reading by third grade is a hot topic. Dozens of state legislatures have passed laws aimed at improving early reading, many of them mandating retention if the job is not done by the end of grade 3. Everyone from philanthropists to publishers, from parents to the press, have fixed on it. And setting aside too many people's assumptions to the…

Almost fifteen years have passed since the publication of the National Research Council's seminal report "Preventing Reading Difficulties in Young Children," which provided research-based recommendations on what could be done to better position students in pre-kindergarten through third grade for success in grade four and above. This article by…

Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly…

Although scholars have called for greater attention to informational texts in the early grades for some time, there have been few data available about the degree to which informational texts are actually included in early grade classrooms, and in what ways. This study provides basic, descriptive information about informational text experiences…

Provides basic, descriptive information about informational text experiences offered to children in 20 first-grade classrooms selected from very low and very high socio-economic-status school districts. Finds a scarcity of informational texts in these classroom print environments (particularly the low socio-economic status schools)--there were…

Studied differences in the print environment offered children in 20 first-grade classrooms of very low or very high socioeconomic status. Site visits show substantial differences between the two groups, with lower amount, type, and uses of print in the lower socioeconomic status classrooms. Meaningful differences in literacy instruction were…

Examined the knowledge level of 20 preliterate kindergartners about information books at kindergarten entry and after three months during which time information books were read aloud almost daily. Found that pretend readings of unfamiliar wordless information books in September contained key features of information book language; December readings…

Reports on how one teacher created a classroom environment in which the "Standards for the English Language Arts" were put into action through modeling and offering particular kinds of written language activities and other strategies that created opportunities for students to use written language for many purposes. (SR)

Reports on genres found at home and at school for two groups of young children from low socioeconomic status background. Notes that children learn about literacy at home and at school. Contends that being aware of genres young children encounter at home and at school offers opportunities to bridge home and school literacies and enhance children's…

Examines three episodes of the children's educational television show "Reading Rainbow." Finds that the program reflects prevailing beliefs about literacy development--it provides viewers with many experiences with print through exposure to quality children's literature and through modeling the use and enjoyment of literacy; employs…

Presents case studies of two struggling reader/writers who found a "way in" to the world of literacy through nonnarrative texts. Argues for greater attention to nonnarrative in early literacy education. (SR)