Describes how storytelling helps children develop competence in reading and writing skills by providing frameworks for understanding text. Suggests stories that can be used, and discusses possible extension activities. Notes that teachers should choose a variety of fictional, biographical, and informational tales so children are exposed to…

Examines the benefits of descriptive and predictive models of reading. Argues that the choice of reading model influences the outcome of reading research. (MM)

Evaluates Screening Children for Related Early Educational Needs (SCREEN), a test which assesses beginning skills in oral language, reading, written expression, and math. Concludes that although SCREEN is useful to measure kindergarten or first-grade students at high risk for learning problems, its usefulness at the preschool level is…

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)

Asserts that children's literacy development depends on the literacy environment at home. Provides suggestions for creating an environment which encourages literacy development. Notes that teachers should share these suggestions with parents. (MM)

Describes the Local Area Network (LAN), a project in which students used LAN-based word processing and electronic mail software as the center of a writing process approach. Discusses the advantages and disadvantages of networking. (MM)

Discusses factors which lead to the overuse of and overreliance on standardized tests in the United States. (MM)

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

Describes a strategy that helps students remember important information from expository texts by developing questioning strategies. (MM)

Describes a technique to improve the benefits of Sustained Silent Reading (SSR). Provides sample questions which encourage students to monitor and gain insight into their own reading and responses to what they have read. (MM)

Describes how to map a short story. Notes that story mapping gives students an indepth understanding of the concepts of protagonist and antagonist, as well as a visual image of the story's shape and structure. Provides a sample short story map. (MM)

Describes various events and activities during Pine City, Minnesota's, "I Love to Read Month," which focused on a "Reading Railroad" theme. Lists 12 stories and 16 poems about trains that were used for oral presentations. (MM)

Describes how the story "Miss Nelson Is Missing" provides an excellent opportunity for students to contrast and evaluate characters, do an independent writing activity, and create a puppet to represent the double identity of Miss Nelson. (MM)

Describes "cooperative poetry," a group poetry-writing exercise combining brainstorming, rehearsing, choral reading, assisted reading, memorization, sequencing, and vocabulary development, as well as providing an opportunity for group cooperation. (MM)

Presents "Mr. Three Feet," a story used to help students remember measurement conversions. (MM)