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…

Analyzes English language arts content standards of four states in the areas of organization, style, and content, using the International Reading Association/National Council of Teachers of English publication, "Standards for the English Language Arts," as a guide. Concludes that standards reflect only a small part of what goes on in classrooms…

Pragmatic language awareness contributes to an integrated language arts curriculum for literacy acquisition. Teaching pragmatic awareness includes encouraging readers to devote conscious attention to metalinguistic aspects of text by thinking and talking about the message functions that the text uses. Lists seven approaches for teaching pragmatic…

Discusses several books, such as "Feast for 10" and "One Smiling Grandma," which are effective in reinforcing basic mathematical skills. States that counting books ("Feast for 10," for example) are useful for elementary curriculum enhancement as well as fun to read. (PA)

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)

Compares writing products of 60 third-grade students who drew before writing a story to writing products of 59 students who wrote without drawing. Finds that students who drew produced more words and overall wrote better than nondrawers. Notes that results were consistent for boys and girls regardless of group membership. (PA)

Describes the study of a site-based, 6-credit hour, integrated course in reading and language arts methods designed to tie theory and practice for university students in a Professional Development School (PDS). Demonstrates that the collaboratively taught course had a positive impact upon involved teachers, university students, children in the…

Recounts the journey of three literacy teachers learning about classroom use of computers and developing a computer-driven unit on Australian animals. Describes the learning process--the teachers wanted their students to have positive experiences with computers. States that, as a result of the experience, an interactive unit was developed that…

Aims to show a connection between authentic assessment practices and qualitative research techniques to aid reading teachers in their authentic assessment endeavors. Contends that awareness of an issue can change models and open minds to new ways of thinking. (PA)

Opines that the retrospectives of authors' childhoods provide unique insights into the connections between childhood literacy experiences and adult literacy experiences. Cites the examples of Eudora Welty, Madeleine L'Engle, and Jack London and contrasts aspects of their childhoods with aspects of contemporary childhoods. (PA)

States that parent involvement appears to hold great potential for the improvement of literacy education. Interviews over 60 teachers about their attitudes toward parent involvement in reading. Indicates that teacher perceptions of what constitutes parent involvement differed by grade level, and teacher perceptions of parent role appeared to…

Reports that not much is known about the role of fathers' involvement in their children's early reading development. Provides background information concerning research into fathers' involvement in early literacy development. Offers various suggestions on encouraging fathers to become involved with their children's early literacy activities. (PA)

Tests use of CD-ROM storybook programs' effects on preschool children's emergent literacy--73 Head Start four-year-olds, divided into experimental, control, and well-read-to control groups used CD-ROM programs for eight weeks. Indicates CD-ROM storybook programs may have a significant effect on emergent reading skills of children not well-read-to…

Examines literary discourse that occurred in a sixth-grade language arts classroom within a departmentalized, multidisciplinary, and then an interdisciplinary, context. Identifies discourse elements. Organizes elements into the following broad themes: (1) the text and the story world; (2) the reader and the story world; and (3) discipline…

Provides examples of arts infused literary studies, with each example using art experiences (expressive writing, creative movement, visual arts, exploratory music, and informal drama) to relate to the literature text. Notes that the learning outcome is to involve readers in exploring the meaning of the story as it relates to their own life…