Reports the results of a six month qualitative study examining the reading and writing behavior in the natural pretend play of eight children four and five years old. Suggests that literacy is involved in two ways: (1) story making using setting, plot and resolution, and (2) displaying a literacy stance or orientation toward reading and…

Reports on the observation of a group of kindergartners in their classroom library twice a week for eight weeks to learn more about how the nature of the texts--familiarity, predictability, and size--influence the children's use of books. (NH)

Seeks answers to two questions using an informal Functions of Print Test: (1) are kindergartners aware of the functions of print, and (2) what do kindergartners view as the reasons for reading in our society? Finds, in general, children are aware of the functions of print and recognize the purpose for reading. (NH)

Notes the limitations of the traditional conceptualization of reading in terms of a conduit metaphor, consisting of three parts: (l) an input, (2) an output, and (3) a model that describes the relationship. Argues the merits of looking at reading in light of the tool metaphor, viewing readers and writers as users of information. (NH)

Reviews software available to the classroom teacher for desktop publishing and describes specific classroom activities. Suggests using desktop publishing to produce large print texts for students with limited sight or for primary students.(NH)

Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)

Examines the Test of Language Development-Primary (TOLD-P), an individual test of English language proficiency which has four principal uses: to identify problems in language proficiency: to determine strengths and weaknesses in language skills: to document progress provided by programs; and to serve as a device for research.(NH)

ues that picture books can be used effectively in teaching all areas of the elementary school curriculum. Describes lessons in mathematics, language arts, science, social studies, and art which use picture books. (FL)

Discusses the seven fundamentals of effective instruction: (1) time use, (2) diagnosis, (3) direct instruction, (4) transfer of skills, (5) flexible grouping, (6) positive mind set, and (7) classroom management. (FL)

Notes that while gifted students have characteristics that suggest superior reading ability, not all of them become capable readers. Proposes a teaching program that is different in content, method, and pacing to help these children reach their potential. (FL)

Misspellings by first through fifth grade students were classified as to probable underlying spelling strategies. An overall shift strategy from sound to print was reflected in fifth grade errors independent of word difficulty. (FL)

Describes a procedure for developing local norms for any type of criterion referenced, standardized, or locally developed test given in a school or system. (FL)

Concludes that there are numerous problems with the test studied. Argues that the abilities it assesses and their relationship to reading and reading instruction are not sufficiently understood to warrant the test's use. (FL)

Reviews research indicating that presenting vocabulary in semantically related clusters may improve students' vocabulary knowledge and reading comprehension. Describes how words from elementary school textbooks were divided into semantic clusters and makes suggestions for their use. (FL)

Reports findings of a survey that identifies what classroom teachers feel they need as well as what university teacher educators and school administrators feel that teachers need in the way of inservice education in reading. (FL)