A qualitative study of Bookstart, which gave free children's books and support to British inner-city families, collected data from librarians, health visitors, and nursery school staff. Bookstart increased positive attitudes toward and interest in books. Health visitors' support was crucial in helping parents use the books to support children's…

Inner-city families with babies received books under Project Bookstart. Follow-up of 41 children in their first year of school showed that, compared with 41 who did not participate in the project, participants were significantly farther ahead in six measures of literacy and numeracy. (SK)

Three pieces of writing were collected from 36 adolescent girls in each of three years to test writing-development scales measuring idea development, language use, and audience awareness. The scales were easy to apply in the classroom and capable of assessing students of varied disabilities. (SK)

Children (n=28) who were given books as babies and followed up at age 3 were compared to 29 who received no books. The treatment group had substantially greater participation in eight early literacy activities. Controls were more passive, less interested, and less able to sustain concentration. (SK)

This paper emphasizes the need to look for causes of school phobia and maladjustment not only in the pupil, but also in his peer interactions and in aspects of the school, particularly teachers' attitudes toward communication and the use of language in learning. (Author/SJL)

Examines the relationship between writer and audience as perceived by teacher and student in the learning process and the testing of learning. Reviews some features which influence and distort the teacher's perceptions of written work. Suggests that the use of student attitudes about writing can increase the reliability and validity of…

Using a comparative case-study method, questionnaires, and structured interviews, the authors investigated how British and American students view the study of literature teaching. The focus is upon the expectations students have of their courses, but their views of literature as a subject are also presented. (Author/CH)

Discusses the role of intonation in language development in relation to the use a child makes of the concept of a story. Concludes that children express much meaning through intonation, that this system may be more developed than lexical or syntactic systems, and that complex literary competencies can be developed early in life. (JOW)

Case study recordings of a science lesson are assessed to examine the role of talk in the learning process. Implications are raised for similar informal assessments by practicing teachers. (Author)

A review of research in reading comprehension is presented. The role of language in comprehension is analyzed and implications are drawn for actual practice by primary teachers in the reading curriculum. (Author/SK)

Three issues in the debate over reading are (1) choice of instructional materials; (2) methods of teaching and testing; and (3) national standards for reading. Advocates a rational approach that recognizes limitations of tests to assess reading attainment and uses social dimensions and links with other language modes. (SK)

A survey of 56 British secondary teachers found that traditional literary study is the most popular approach to Shakespeare, performance-based strategies less popular and dramatic recreation of the text through audio or video the least popular. The rich potential of experiential methods is clearly not being realized. (SK)