Discusses the use of predictable literature as a method of helping beginning or slower readers become more proficient readers. Offers a list of predictable literature and ideas for classroom activities to accompany each story and ways to record children's behavior as they read. (JC)

Discusses children's literature as a way to support a study unit on the environment, and offers an annotated list of books with suggested related activities and discussion topics.

Presents the problem of intentional or unintentional plagiarism on the part of young students, several possible causes for it, and offers ways teachers can help students avoid copying and understand the value of owning one's writing. (JC)

Responds to Karl Koenke's article on handwriting in the November 1986 issue of "The Reading Teacher" and offers an alternative opinion on handwriting instruction based on instruction methods in the United Kingdom. (JC)

Lists 115 children's books for (1) all ages, (2) beginning independent reading, (3) younger readers, (4) middle grades, and (5) older readers. Titles were selected from a choice of 4,000 and voted on by children in five test areas. (JC)

Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

Describes way in which National Assessment of Educational Progress materials can be used by educators attempting to set instructional priorities and improve instructional programs. (JC)

Discusses the use of story frames as a strategy for teaching reading comprehension to first grade students, and includes examples of student responses. (JC)

Identifies previous metaphors for memory, such as Aristotle's "wax tablet" and the numerous storage and retrieval metaphors, and how storage metaphors are hampering reading research. (JC)

Discusses the need for and the problems with teaching keyboarding to elementary school students, and the types of software necessary for meaningful instruction. (JC)

Presents a hypothetical situation of an elementary school principal's concern at students writing during reading time, and offers a possible teacher's response with information about the direct tie between writing and reading improvement. (JC)

Evaluates the Computer-Based Assessment Instrument (CRAI) as a test for reading proficiency. Notes strengths of CRAI, including its use as a quick assessment of silent reading comprehension level, and the problems with readability and content specific words lists and the lack of scoring features. (JC)

Reports on a study of six fourth grade reading groups that were observed to see if vocabulary instruction was a priority, what kinds of vocabulary instruction occurred, and what shaped teaching decisions. (JC)

Compares Danish reading instruction methods to U.S. methods within a cultural context and suggests that U.S. children might benefit from the more relaxed attitude of the Danish approach. (JC)

Suggests that Whole Language is not the whole word approach, nor merely teaching skills in context, nor the Language Experience approach, nor a new term for the Open Classroom, but rather a point of view about language, literacy, and content learning. (JC)