Describes how storytelling can enhance both literal and inferential comprehension, motivate oral discussion, increase perceptual knowledge of metaphor, explain and promote interesting language usage, instill deeper meaning to children's personal experiences, and excite children about literature, storytelling, and creative interpretations of story.…

Describes several types of "paragraph frames" to help teach beginning writing in the content areas. Notes that these frames, employing a modified cloze procedure, help bridge the gap between narrative and expository reading and writing. Provides several student writing samples. (MM)

Discusses the role of imagination in Chinese culture and literature. Notes that Chinese children's literature has begun to deviate from themes of obedience and conformity, instead emphasizing themes of imagination and initiative. Lists several traditional Chinese stories translated into English. (MM)

Describes a process writing approach which encourages students to write about true events, rather than about their favorite television shows. (MM)

Argues that reading research often traces the "first cause" of reading back to the "taxonomic linguistic system," a system discussed in last month's column. Asserts that although many possible first causes exist, the more important issue concerns how to apply these multiple causes in developing an approach to reading instruction. (MM)

Describes and evaluates the Boehm Test of Basic Concepts--Preschool Version, a screening test which indicates school readiness and guides planning for language instruction. Concludes that the test can be useful in identifying children whose development of relational concepts may place them at risk for understanding teacher directions. (MM)

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 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)

Argues that an understanding of how children acquire reading and writing processes should be the prime basis for making decisions about new information technology. Notes that technology can be selected that is consonant with one's understanding of teaching and learning. (MM)

Describes several approaches for teaching vocabulary words as concepts, including semantic mapping, semantic feature analysis, and the Freyer Model, a seven step model of concept development. (MM)

Reviews research on the practice of ability grouping (the grouping of students for instruction by ability or achievement to create homogeneous instructional groups). Notes several negative effects of ability grouping, and discusses the implications of this research for classroom practice. (MM)

Describes several pop-up books (books with movable paper parts) related to travel which coordinate with elementary social studies, provide supplementary information, and motivate reluctant readers. Provides bibliographic information for each book. (MM)

Describes a pen pal experience between a third and fourth grade class and some local senior citizens. (MM)

Suggests several strategies for producing fluent, legible penmanship for both left and right handed students. Observes that reading readiness skills can be reinforced through handwriting instruction. Describes several physical considerations for successful writing, and notes the modifications needed for left handed writers. (MM)

Describes the literature-based process approach used in a fourth grade remedial reading program. (MM)