As part of a larger study on developing children's reading fluency in the classroom, a program was introduced to help parents understand the importance of fluency and participate in fluency-related activities with children at home. The Family Fluency Program included activities similar to those that the children were doing in school, with some…

In this year's Distinguished Educator department, we feature six educators whose research has focused on the role of early literacy in early childhood education. Each of the six addresses a vitally important aspect of early childhood literacy teaching and learning. Sections include: "Working with Families as Partners in Early Literacy," by Dorothy…

Describes a project designed to enhance the technological ability of university students enrolled in an early literacy course. Models the use of technology as a tool for literacy instruction in hopes that these teachers and future teachers would become more familiar with technology and use it when teaching their early childhood students to read.…

Describes research conducted in New Jersey as part of a five-state research project investigating exemplary first-grade literacy instruction. Observes six teachers' exemplary practices. Discusses interview data, physical environment in the classrooms, types of reading and writing experiences, how skills were taught, taking advantage of teachable…

Finds that the high percentage of spontaneous, contextual activities used to teach phonic relationships in preschool classrooms dropped off dramatically when children entered kindergarten and the primary grades, where instructional experiences were mostly explicit. Shows that a combined approach to teaching phonics was observed only infrequently.…

Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)

Shows that students' voluntary reading could be increased through programs heavy in literary activities, supported by well-designed classroom library corners. Also indicates that teachers' attitudes changed as a result of their participation in the study. (FL)

Shows how regularly scheduled activities with books and well designed library corners can increase children's interest in reading, using a study of four summer recreational daycare centers to illustrate. (JC)

Explores the concept of emergent literacy, discussing what children know about reading and writing, how they come to know it, and what this information means for classroom practices and school policy. (MM)

Suggests literacy development in early childhood can be enhanced by creating a classroom environment rich in print. Shows how careful preparation of materials and setting promotes literacy by encouraging voluntary, spontaneous literacy behaviors while children are at free play in school. (MG)

Suggests that storytelling in the early childhood classroom is an excellent technique for fostering growth in language. Notes that the exposure to book language that a child receives through storytelling is related to reading development. (MG)

Discusses the developmental writing behaviors of children in a print rich environment. Suggests ways to encourage the writing process in beginning writers, and urges teachers to learn more about the concept of invented spelling. (MM)

Suggests ways to provide special spaces and materials in early childhood classrooms that promote literacy development, including classroom library centers, writing centers, and content area centers. (MM)

Advocates the development of oral language along with emergent literacy. Notes that classroom environment is essential to oral language development, and suggests ways to support children's language development, such as providing firsthand experiences with their environment, and focusing on materials and events relevant to their lives. (MM)

Discusses the benefits of reading aloud to preschool and kindergarten children. Notes that active participation accounts for many of these benefits. Suggests several interactive story reading strategies, including a Directed Listening-Thinking Activity and shared book experiences. (MM)