Describes why promoting national literacy is the author's primary project as First Lady. (MM)

Describes three patterns of literature-based reading instruction blending different aspects of instructional format and literature selection: teacher-selected literature in teacher-led groups; teacher-and student-selected literature in teacher- and student-led small groups; and student-selected literature read independently. Emphasizes combining…

Examines three teachers' interpretations and implementations of literature-based reading. Identifies common elements of successful literature-based reading programs, including individualized time, teacher-directed lessons, and group projects. (MM)

Analyzes the cost of reading and language arts seatwork materials for second-graders. Reports that while a considerable amount of time and money is being spent on seatwork materials, they do not seem to be effective activities for developing reading abilities. (MM)

Reports an interview with Clotilde Pontecorvo, founder of the International Center for the Study of Early Literacy, and Renzo Titone, chairman of the Department of Developmental, Social, and Educational Psychology at the University of Rome, Italy. Presents responses to questions about teacher training, literacy problems, and standardized testing…

Describes author-reader-text interactions which play roles in both revision in writing and critical reading. Examines the processes of revision in writing and critical reading as thought processes mirroring one another. Presents two examples of group classroom activities which nurture revision in both writing and critical reading. (MM)

Annotates 112 children's books selected by children as the best of those published in 1989. (MM)

Describes six criteria for evaluating materials that will be addressed in forthcoming columns: content validity, transfer potential, adaptability/flexibility, amount of reinforcement, quality of directions and instructional language, and bias. Uses this criteria to evaluate "First-Start Read-Along Program 5," a reading series for primary students.…

Reviews two current resources stimulated by the 1985 publication, "Becoming a Nation of Readers": (1) "Counterpoint and Beyond: A Response to Becoming a Nation of Readers," (Jane L Davidson, editor); and (2) "Becoming a Nation of Readers: What Parents Can Do," (Marilyn R. Binkley, preparer). (MM)

Describes how shared learning activities, including cooperative learning, collaborative learning, and small group learning, can develop critical reading and problem-solving skills. Discusses the teacher's role in guiding shared learning activities. (MM)

Discusses how computer technology is being incorporated into the classroom. Notes that because most forms of technology involve reading, the reading teacher's job will be increasingly challenging. (MM)

Discusses changes needed in the assessment of reading. (MM)

Discusses several questions about skill development from an emergent literacy perspective. (MM)

Discusses why strong parental involvement programs are difficult to implement. Suggests guidelines for beginning programs of parental involvement in reading curriculum. (MM)