Discusses three approaches to the history of reading: (1) reading as definition, focusing on the features that characterize reading; (2) reading as cause and effect, focusing on why different definitions of reading come into being; and (3) reading as ideology, focusing on what goal or ideology is implied by a particular history. (MM)

Describes and evaluates the Test of Awareness of Language Segments (TALS), discussing the test administration, scoring, interpretation, reliability, and validity. Recommends TALS for evaluating a child's readiness for reading instruction, and for suggesting appropriate instructional interventions. (MM)

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

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)

Evaluates several voice synthesis programs for emergent readers which can be used to help make the transition from listening and speaking to reading and writing. (MM)

Discusses how to help children understand the reading process instead of simply recalling information. Presents two instructional strategies which help children learn metacomprehension. (MM)

Discusses the concept of "emergent literacy," contrasting this term with the concept of reading readiness. Proposes that a program of kindergarten instruction related to literacy should provide opportunities for children to interact successfully with print. (MM)

Describes ten practical ideas for classroom teaching at the elementary level, including "roulette" writing, story map raps, and theme cubes. (MM)

Describes a six-week program in which a teacher did not talk to her students but rather wrote all assignments and questions on the board. Concludes that the experiment improved student self-reliance and helped them to read and interpret instructions. (FL)

Describes a teaching model designed to develop reading comprehension and learning strategies through cooperative learning. Discusses benefits to students and offers suggestions for implementing the model. (FL)

Details events from the experiences of two young children as they learned written language. Concludes that children need to have a say in why and what they are reading. (FL)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Reports findings of a survey in which approximately 800 fifth and sixth grade students chose their favorite children's "classics." (FL)

Describes the progression of activities used in an astronomy unit that involved writing to learn and think. (FL)

Concludes that children have well-developed knowledge of the purposes of reading materials and instructional procedures and that their perceptions of basal readers are very negative. (FL)