Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)

Discusses the problems that confront multilingual persons, not only in the United States but also in the People's Republic of China. (DF)

Examines an exemplary bilingual program in Albuquerque, New Mexico and examines patterns of classroom literacy, including the role of written Spanish and the values it represents. (DF)

Describes the progress of a kindergartern child acquiring English as her second language. (DF)

Discusses the problems that children who do not speak the language of their school experience, as well as the personal, social, and cultural characteristics of learners that affect their progress in a second language. (DF)

States that a teacher-researcher is an observer, a questioner, and learner. (DF)

Explores preschoolers' responses to life and childhood experiences and how this response carries over into their subsequent response to literature. (HTH)

Describes a study of early readers to determine the linguistic and social interactions in the homes of early readers that seemed to make a difference in their reading. (HTH)

Describes observations of mother-child dyads during reading aloud events. Traces the changes in the mothers' interactional strategies as the children grew over the six-month period, and the mothers adapted to the experiential, linguistic, and literacy background of the children to construct meaning from the text. (HTH)

Reports observations of the storytime of preschool children at home and in schools. The results indicated that children's responses were similar in type whether at home or at school but that children tended to respond to literature more like the adult in the situation than like the other children. (HTH)

Presents highlights of four "learning biographies" resulting from observations of children's writing in response to literature. The observations indicated that the connections children made to texts in reading and writing and how these are used to develop writing strategies and competence were related to their motivations and self-perceptions.…

Discusses the many ways in which conversation surfaces in a seventh-grade classroom and the significance that talk has for the students' linguistic and affective learning. Contains excerpts from student diaries and teacher responses to them. (HTH)

Suggests that teachers examine the assets of natural language in children's homes for implications for language instruction at school. Discusses a children's story that can be interpreted as an analogy with instructional implications for creating natural language contexts in the classroom. (HTH)

Discusses the logical and psychological significance of video games, microcomputer prose adventures, and computer programing. Explores the implications of these for teachers as humanists. (HTH)

Reports preliminary findings from a study of kindergartners using LOGO in a computer laboratory. The study highlights the oral language that occurs while children produce computer graphics. (HTH)