Analyzes the "deficit theory," which suggests that children from lower socioeconomic environments enter school without the linguistic resources needed for success. Suggests that teachers avoid labeling children as verbally inept when their language does not conform to the teacher's linguistic model. (MM)

Examines the issue of problem solving and reasoning in relationship to reading. Claims that reading programs are effective vehicles for enhancing reasoning skills. Explores how reading programs can develop higher order thinking, and considers a way to present stories which uncovers the reasoning process through a problem-solution framework. (MM)

Discusses four critical areas of instruction (decoding skills, language development/competence, concept/context building, and critical thinking skills/strategies) which can help limited English proficient (LEP) students improve their reading competence. (MM)

Discusses several principles that can help reading teachers create fluency activities: repetition, modeling, direct instruction and feedback, support during reading, emphasis on reading in chunks or phrases, and use of easy materials. Notes that these principles are guidelines for developing reading instruction and activities that promote fluency.…

Summarizes key findings from five studies investigating how features of test questions (question format, testing condition, and question type) affect reading comprehension assessment outcomes. Discusses implications for assessment design and instructional practice. (MM)

Evaluates two approaches to conveying new ideas about teaching reading to beginning teachers: (1) a traditional approach where an instructor prescribes reading techniques by modeling examples, and (2) an approach in which the instructor and student teacher collaborate to create individual variations beyond the examples provided. (MM)

Traces the importance of authorship in literacy development, and shows how authorship can become one focus of a whole language classroom. (MM)

Relates how a child's love of Yoko Kawashima Watkins's book, So Far from the Bamboo Grove led to a friendship with Watkins. Considers the repercussions of this friendship on the child's reading motivation and development. (MM)

Examines two metaphors for reading research approaches: the "vertical grave metaphor" and the "architectural design metaphor." Claims that while "vertical grave" researchers only add to the body of knowledge by publishing articles, "architectural" researchers actually deal with real world problems. Notes that reading researchers usually belong to…

Discusses four topics and themes--integrated language activities, individualism, literature, and writing--that appeared most frequently this year in the documents and articles indexed by the ERIC Clearinghouse on Reading and Communication Skills. (MM)

Outlines an approach for moving staff, parents, and children toward an emergent literacy perspective. Discusses how to (1) lay the foundation for new policy directions; (2) assess the literacy environment; (3) plan for essential experiences; (4) attend to skill development and program objectives; and (5) reassess emergent literacy programs. (MM)

Discusses three different types of databases: utility database programs, add-on databases, and stand-alone databases. Describes how databases motivate students' reading and writing. (MM)

Reflects on some of the issues that have been raised in this column over the past six years, including readability formulae, reading assessment, and the use of basal readers. (MM)

Examines the application of reading process and writing process research in content area instruction. Provides a chart of characteristics and purposes for various writing formats, including outlining, notetaking, captions, news reports, scripts, and books of facts. (MM)

Describes how students can draw mural-like story maps and colorful renditions of favorite poems, creating a print-rich environment in the elementary classroom. (MM)