This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth…

This paper deals with the relation between children's home literacy environments (HLE) and their literacy development in the first phase of primary school. On the basis of a broad conceptualisation of the HLE, we identified three home literacy profiles (rich, child-directed and poor HLE). Firstly, we related these profiles to socio-cultural…

Ninety-one baseline assessment schemes were approved by the Qualifications and Curriculum Authority for use by schools for the assessment of all children in England in their first seven weeks in school (age 4 to 5 years). Analysis of the content of a sample of 42 of the schemes (comprising all the schemes supplied in full to the researchers)…

Reports on a case study of face-to-face interaction around and about texts between a second grade dyad in a dual-immersion (English/Portuguese) programme. Reveals multiple pedagogical scaffolds, few of which were unexpected. Concludes that Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they…

Presents three research claims that may have influenced the adoption of rhyme and analogy as part of the National Literacy Strategy. Notes that the three claims are: rhyme awareness is related to reading ability; rhyme awareness affects reading achievement; and rhyme awareness leads to the development of phoneme awareness. Concludes that not one…

Investigates young children's developing understanding of three essential features of book language (i.e. autonomy, conventionality, unique grammar) in two curricular genres (i.e. narrative and expository) in a literature-based, multigrade (1st-3rd) classroom. Demonstrates emergent understanding of autonomy, limited familiarity with…

Considers Goswami's (1999) review of available evidence for and against the role of phonological rime awareness and analogy theory, concluding much of the evidence fits an alternative (non-rime) interpretation. Explores implications from this evidence for teaching and the role of rime analogy should play in the British National Curriculum. (SG)

Challenges three basic claims about the scientific "database" concerning rhyme and analogy in reading made in another article in this journal: (1) the relationship between rhyme and reading remains controversial; (2) there is doubt about the relevance of children's ability to make orthographic analogies for classroom reading instruction; and (3)…

Explores the reciprocity of beliefs and literacy practices between two schools and their respective communities in London's East End. Shows older siblings reflecting the values of both community and school as they blended practices from each domain in their play with their younger brothers and sisters. (SG)

Applies onset-rime theory in a randomized controlled trial to the authentic reading task of reading aloud to an adult. Finds that the rime-prompt method has potential for helping children recognize one- and two-syllable words. Notes that it is suitable for use by parents, teachers, and other helpers. (SG)

Explores the effects of Urdu on the acquisition of English literacy skills by comparing the reading, memory and phonological processing skills of bilingual Urdu-English and monolingual English children (7-8 years old). Demonstrates that bilingual reading development can have a positive effect on the acquisition of literacy skills, such as…

Describes one aspect of a year-long study of primary level teacher's and children's use of the language arts component of SuccessMaker, an Integrated Learning System (ILS). Documents areas where the curricula embedded in the ILS were congruent with teacher's normal curricula and pedagogical practices. Raises issues about the appropriate…

Reports on an exploratory study concerning the effectiveness of specific design features in talking book software. Considers how talking book software has the potential to complement current approaches to literacy instruction. Notes that electronic books can complement teaching approaches in infant classrooms and can positively affect both…

Reports on a longitudinal study using the computer-based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. Concludes that short-term memory is an important predictor variable for reading, in addition to the more…

Notes that multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills. Examines a recently-developed program's efficacy and impact on the motivation of the users. Finds that the amount of non-task directed behavior of those who had practiced with the computer significantly decreased…