This study examined whether attitude toward writing is a unique and separable construct from attitude toward reading for young beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). We individually administered to each child a 24-item attitude measure that contained…

The purpose of this article is to describe the vexing issues that arise as researchers try to define and assess the knowledge teachers need to teach reading and writing effectively in the primary grades. Over the past several years, the authors of this article have developed and tested an assessment system of teacher knowledge under a grant titled…

This article argues that reading interventions are a key dropout prevention strategy. A review of the literature connects reading skills and interventions with events such as grade retention, placement in special education, and high school dropout. In general, data indicate that intensive early interventions positively affect students' reading…

Treiman and Cassar (1996) argued that young children are capable of assembling spellings from their constituent morphemes. The present study aims to replicate the methodology used by Treiman and colleagues to investigate whether young children in the UK are using morphological spelling strategies. Eighty-three children between five and nine years…

The increasing demand for improved student performance in the context of significant time constraints places considerable stress on educators and administrators to develop innovative strategies that promote literacy acquisition. This article describes the procedures and outlines the evaluative data for Reading Their Way, a literacy acquisition…

Describes the experiences of an undergraduate student in a reading methods course during her practicum of tutoring a young child with reading difficulties. Discusses how she finally found a motivational tool that repeatedly engaged the child--tape recording the child as he read a predictable book and playing the tape back for the child to listen…

Investigates one student's social status within the class in connection with his motivations for literacy learning. Reveals that some aspects of the classroom context supported the student's intrinsic motivations for literacy learning, and others thwarted them. Finds that his low social status within the class had a strong influence on his…

Examines second-graders' use of email to share with the researchers favorite parts of books they read, or any other aspect of stories they read. Finds appropriate use of e-mail communication offers teachers opportunities to identify instructional focus and take advantage of instructional moments to fit the developmental needs of their students in…

Examines the kindergarten level of four commercial basal reading programs published in 1991 and 1993 to determine the adequacy of phonological awareness instruction for learners at risk for reading disabilities and delays. Finds that the phonological awareness instructional procedures in the four basal reading programs failed to integrate critical…

Describes how a group of third graders had an opportunity to write fairy tales using process writing techniques to assist them in overcoming their anxiety and dislike for writing. Indicates that writing strategies introduced through focused mini-lessons and feedback that valued children's writing choices were critical for the positive influences…

Discusses whether or not beginning readers learn phonics best through instructional approaches that teach students to sound out letters, spell words, or combine the two. Concludes that caution is in order as experimental research assessing the effectiveness of each approach has yet to be conducted. Suggests, in the interim, instruction should be…

Uses two formulas developed for Spanish language text to analyze 9 stories that were read by 36 Spanish-speaking second graders with limited English proficiency. Finds that the Spanish readability formulas only weakly predicted student performance, indicating the need to pursue broader, qualitative indices of difficulty for Spanish text. (SG)

Finds that teachers trained in Reading Recovery (RR) modified their regular classroom teaching to use RR-type instructional practices and taught students the strategies typically taught during RR tutoring sessions. Concludes that further research should be done to understand how aspects of this beginning reading intervention program affect the…

Describes 3 reading comprehension games that can be realistically implemented in mainstream settings for young students. Suggests the games provide opportunities for students with varied literacy abilities to work together, respond to story characters, develop awareness about the parts of typical stories and the relationships among those parts,…

Explores literacy development over a three-year period of a child in a whole language, multiage classroom who also receives special education services. Contrasts the classroom teacher's holistic-constructivist views with the special education teacher's mechanistic, reductionist views; discusses implications of each; and calls for new, positive…