Describes a study of reading and writing instruction at the elementary level and explains how teachers learned new ways to support each other, how the teachers' role changed as they encouraged their students' diverse interests, and how the teacher/learner roles changed. (HOD)

Examines the influence of parents on the development of their children's reading skills and habits and examines some specific aspects of the home environment that are closely related to reading. Concludes that parents have an important contribution to make, both to the development of reading skills and encouraging the leisure reading habit. (HOD)

Explains some of the objectives for a pre-first-grade reading program, describes what children know about oral and written language before they come to school, expresses some professional concerns about pre-first-grade reading programs, and offers recommendations for improvement. (HOD)

Offers characteristics that mark positive home and school environments for the literacy development of young children. (HOD)

Argues that the distinction reading researchers make between good and poor reading is an artifact of the way researchers define and verify statements about good and poor reading. (HOD)

A fictional letter from a typical student to a teacher suggests the qualities of an effective teacher of reading. (DD)

Presents an overview of books by De Paola and suggestions for using them with students. (DD)

Case studies of first graders' approaches to learning reading and writing show that individual attack style is persistent regardless of teaching method and is related to personality and possibly physiology. (DD)

Describes a new system for scoring informal reading inventories that helps eliminate problems inherent in other scoring systems. (DD)

Discusses the following topics: the connection between concepts and reading, the nature of concepts, concept development in children, and a procedure for teaching concepts. (DD)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

Understanding the purposes of different types of testing is essential if test results are to be interpreted properly. (DD)

While many basal readers do portray characters reading, others could do more to provide children with role models. (DD)

A survey of the literature on children's language and reading, divided into three major areas: the child, the instructional materials, and the teacher. (DD)

Simple instructions for converting a cassette tape recorder into a "computer" that can be used to reinforce reading skills. (DD)