Notes how the family literacy movement, which emphasizes respect for diversity and the cultural heritage of participants, is gaining momentum. Considers how the art of storytelling provides an excellent vehicle for promoting and enhancing language and literacy development within families. (SG)

Argues that quality children's books represent effective and accessible avenues for inviting children to explore issues related to older adults and the aging process. Discusses and lists such books and offers suggestions for related activities. (NH)

Introduces educators to inexpensive, commercially-available CD-ROM software that combines speech, text, graphics, sound, video, animation, and special effects that may be incorporated into classroom activities for both normally developing and language learning disabled children. Discusses three types of multimedia CD-ROM products: (1) virtual…

States that the influence of the home environment on children's learning has long been recognized as significant. Presents some exemplary programs and guiding principles that teachers can share with parents to promote their children's literacy. Lists 10 simple reading-writing activities that could be shared with parents at an open house or…

Discusses five conditions, based on research, that should be present if daily journal writing is to facilitate literacy development in kindergarten children: print rich environment; scheduling; teacher modeling; honeybee conferences; and sharing. (PA)

Describes ways that a library can be used as an integral part of a school reading program. (MKM)

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

Suggests that the acronym "SCIENCE" may be used as a guide to evaluating seven factors that should be promoted by a reading program: success, curiosity, interest, enthusiasm, nurture, challenge, and enjoyment. (MKM)

Presents an annotated checklist that reading specialists can distribute to all teachers describing services that the reading specialist can perform. (MKM)

Provides seven recommendations for an effective secondary reading program that will treat reading as a body of skills taught in all subject areas. (MKM)

Provides the administrator with guidelines for use in evaluating teachers' implementations of basal reader programs. (HOD)

Outlines a parent-teaching program whereby the parents provided assistance on an exchange basis instead of working with their own children. (HOD)

Offers guidelines for establishing a remedial reading program that will be useful and innovative and will meet the exact instructional needs of those students who need prescriptive help for overcoming deficiencies in areas such as word attack, comprehension, and study skills. (HOD)

Discusses the changing role and responsibilities of reading teachers and reading specialists in helping to plan and implement the Individualized Education Program (IEP) requirement of Public Law 94-142. (MKM)

Concludes that providing black children with the inspiration, correct environment, and materials can allow them to express themselves in the ways they know best. Offers suggestions for teachers working with dialect speakers and a list of reading materials. (FL)