Explains the origins and purposes of IBBY and traces its growth from 1953 to the present. (FL)

Reviews research dealing with two major questions: (1) Is sexism present in teaching materials? and (2) Are boys poorer readers than girls and should teaching materials be geared to their interests? (FL)

Describes dialogue journals, which provide natural, functional experiences with both reading and writing. Suggests guidelines for both their classroom implementation and for teachers' responses to children's journal entries. (FL)

Reviews a project in which first-grade children learned to write and became confident, fluent, and enthusiastic writers. Contains examples of their writing. (FL)

Reports findings of a survey of elementary school children concerning their preferences when being read to by others. Gives their responses to the survey's 11 questions and draws recommendations from them. (FL)

Annotates books in which characters are involved in learning a second language. Argues that such books can be useful to students who are doing so themselves and to their classmates. (FL)

Examines how both good and poor spellers approach a spelling task. Concludes that good spellers use more spelling strategies and more visual imagery than do poor spellers. (FL)

Indicates that the test knowledge of teachers, administrators, district personnel, and legislators is limited. (FL)

Notes that, while the test is not recommended for children at the lower and extreme upper levels, it does provide a valid and reliable measure of some of the abilities that may be involved in the reading behaviors of five- and six-year-old children. (FL)

Argues that in language development, children display a sustained and conscious effort to learn (L) words and expressions, assimilate (A) the language system, and acquire fluency (F) in using it to communicate. Maintains the same is true in literacy development. (FL)

Reviews ways that the word processor makes the language experience approach easier for teachers and students. (FL)

Argues that rather than using a spelling series and treating spelling as a subject separate from the other language arts, teachers should use a program that begins with encouraging invented spelling and moves to the use of high frequency word lists and spelling by meaning. (FL)

Suggests that teachers use gothic tales, Indian legends, and other appealing stories to develop students' schema for the literature they will eventually read. Explains how to use storytelling effectively. (FL)

Describes a case study that explored the responses of four elementary school students actively involved in a literature-based reading program and how the teacher handled each child. (FL)

Describes uses of the microcomputer that can encourage the discovery that written language is meaningful, purposeful, and worthwhile. (FL)