Discusses the important role parents have in creating a positive reading environment. (MM)

States that writing is the one language outlet that enables a person to capture and examine thoughts. Notes the growing number of studies that help teachers evaluate writing as a learning technique. (MG)

Discusses how teachers can provide classroom experiences that lead young readers to react critically to what they read. Suggests ways to focus attention and target evaluative responses to literature. (MM)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Discusses how reading aloud to students improves their reading competencies, including language processes, reading and listening skills, and reading motivation. Concludes that reading aloud should be a regular part of a daily classroom schedule. (MM)

Discusses the concept of emergent literacy, summarizing several theories and studies on children's early experiences with reading and writing. Examines the implications of this research for beginning reading and writing instruction. (MM)

Examines teacher decisions, such as those involving planning, interacting with students and other professionals, and evaluating students' performance. Concludes that teachers' decision making might be described as more intuitive, resembling the creative process, rather than as a systematic weighing of alternatives. (MM/JAD)

Discusses four topics and themes--integrated language activities, individualism, literature, and writing--that appeared most frequently this year in the documents and articles indexed by the ERIC Clearinghouse on Reading and Communication Skills. (MM)

Describes how shared learning activities, including cooperative learning, collaborative learning, and small group learning, can develop critical reading and problem-solving skills. Discusses the teacher's role in guiding shared learning activities. (MM)

Discusses the need for gifted and talented language arts programs that give examples of developmentally appropriate literature. (MG)

Discusses several family literacy programs that promote parent support and involvement while promoting mutual learning for all family members. (MG)

Reports on current trends in reading education, changes in the type of research being reported, and comments on the top requests for information made to the ERIC Clearinghouse on Reading and Communication Skills. (MG)

Describes the Educational Resources Information Center (ERIC) system, a national network of 16 specialized clearinghouses and several central ERIC service facilities. Notes that the ERIC system is charged with enhancing the database of educational resources by identifying hard-to-find materials. Explains briefly how to use ERIC and the educational…

Discusses vocabulary development in content area reading and the use of a vocabulary matrix of related concepts and a t-bar chart of words related to new vocabulary. (MG)

Suggests that each type of literature presented to young readers serves two important functions: to develop a schema for that literary genre; and to encourage the application of thinking skills in a variety of literary engagements. Presents four related resources from the ERIC database. (MG)