Argues that, since there is no single answer to literacy education for all children, balanced literacy programs are necessary. Discusses the importance of and describes the characteristics of a balanced literacy program. Uses those characteristics to show how literature-response groups can be part but not all of a balanced literacy program. (SR)

Suggests strategies which include risk-taking, monitoring one's own reading, and self-correction for helping beginning readers gain meaning from the printed word. (MKM)

Encourages placing primary emphasis on reading as a process of deriving meaning in remedial reading programs and discusses the changes necessary to accomplish this approach. (TO)

Describes a technique that helped less-able fourth grade readers develop a better understanding of story parts and how they fit together. Explains that the technique also improved reading comprehension. (FL)

Offers a five-point checklist that educators might use to determine the content validity of materials labeled whole language. Recommends "The Whole Language Sourcebook" and the "Story Box" program as high content validity materials. (MG)

Examines materials designed to improve children's writing or composition abilities. Focuses on whether the materials have students use the task/strategy/skill in such a way that they can transfer the task to other materials in reading or writing situations that serve a real function. (MG)

Outlines the characteristics of a good mystery and then suggests titles that would be of interest to young readers. (FL)

Describes six criteria for evaluating materials that will be addressed in forthcoming columns: content validity, transfer potential, adaptability/flexibility, amount of reinforcement, quality of directions and instructional language, and bias. Uses this criteria to evaluate "First-Start Read-Along Program 5," a reading series for primary students.…

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)

Offers Request, the Directed Reading-Thinking Activity, the Expectation Outline, the Prereading Guided Reading Procedure, Word Wonder, and Semantic Webbing as techniques that use many of the basic principles of the directed reading activity while adjusting to the needs of specific materials and students. (FL)

Describes 10 behaviors teachers can use to provide thoughtful teacher-child interactions in the classroom. (Author)

Reviews some of the benefits of the whole-language philosophy. Discusses the importance of systematic direct instruction, defining it and presenting arguments for including it in the classroom. Urges building bridges between whole-language and more traditional approaches. (PRA)

Describes how to use the six standard criteria to aid teachers and parents in selecting children's activity books. Reviews a cookbook and a set of project books. (MG)

Reviews the full set of criteria to measure instructional resources. Reviews six new resources on comprehension materials that are appropriate for classroom use. (MG)

Reexamines the five criteria for selecting instructional resources: content validity, transfer potential, amount of reinforcement, quality of directions and instructional language, and adaptability and flexibility. Reviews "Listening: The Basic Connection," a listening program for third through eighth grade. (MG)