Searches for examples of Authors Circles by talking with classroom teachers, surveying recent editions of this and other journals, and scanning library shelves for books on workshops and methods that incorporate student discussion with the teaching of writing. Discovers that descriptions of teacher-student conferences dominate explanations,…

Presents journal entries written by one child in kindergarten through fourth grade that demonstrates her changing understanding about spelling. Suggests what type of instruction might nudge her along in learning. Concludes that teachers must analyze individuals to best meet their needs and that a daily journal offers a perfect opportunity to…

Shares responses to two questions regarding visiting the homes of students and reading engagement. Notes a teacher's anxiety about visiting the home of a student where English is not the first language, and a paucity of responses about reading engagement. Closes with a review of past topics. (SC)

Describes an inservice project to teach four new strategies to English teachers in Brunei where the teachers themselves were not native speakers of English. Presents a look at the Brunei bilingual school system, learning English in the Brunei bilingual classroom, teaching reading in Brunei's upper primary classrooms, and reasons for inservice…

Notes that educators must provide time for children to read books of their choosing. Features books themed around what might be referred to as "the culture of childhood," focusing on categories such as childhood curiosity, sports and games, familiar stories and tales, shared and vicarious experiences, and children's victories. Presents a list of…

Describes a comprehensive school literacy program for primary students and looks specifically at one component, Literacy Booster Groups. Notes that in Booster Groups, former Reading Recovery students receive extra support to maintain and extend literacy progress. Concludes that students who were once functioning at the bottom of their class are…

Recognizes the critical role parents play in helping young children become successful readers and writers. Describes how the Even Start program encourages families to host a party for a small group of friends and family in their home to help families gain access to the knowledge, skills, and resources they need to create a literate environment in…

Describes a "Super Reader" project that gives students an opportunity to show off their ability as readers. Defines "Super Readers" as students who read aloud to small groups of their peers. Notes that the "Super Reader" project encourages students to practice good reading behaviors, which are important for holding audience attention. Concludes…

Presents annotations of 30 books selected through a field test in the United States of over 300 newly published books submitted by North American trade book publishers. Groups the books into 10 Primary (K-2, ages 5-8), 10 Intermediate (Grades 3-5, ages 8-11), and 10 Advanced (Grades 6-8, ages 11-14) levels. (SG)

Outlines specific criteria for selecting intermediate literature that portrays characters with disabilities. Includes criteria such as plot, character development, and tone. Provides an annotated list of 46 novels published between 1990 and 1999 that feature such characters. Concludes that educators may be able to use this genre as a means to…

Suggests that a willingness to assume personal ownership for the concept of guided reading is at the core of effective implementation. Presents examples that show why and how teachers are probing purposes and taking ownership for guided reading instruction. Uncovers previously untapped opportunities for putting students in the "driver's seat" by…

Highlights the teacher's critical role in spelling instruction and provides examples of how to support spelling development in classrooms. Argues that educators need to look closely at children's emerging capacities as writers, focusing especially on the issue of invented spelling, and its use and misuse in classroom practices. (SG)

Considers and discusses different ways of teaching phonemic awareness. Suggests that 5 factors should be included to have an adequate background for informed decision making about phonemic awareness instruction. Describes 10 books, guidebooks and activity books with phonemic awareness or phonological awareness in their titles. (SG)

Address the development of a literature review that summarizes what educators know about the role of the reading specialist and the various roles that reading specialists assume. Examines journals in the field of reading research and instruction, government documents, technical reports, and ERIC documents that related to the role of the reading…

Comments on the nature of the reading enterprise for middle school students with reading-related learning disabilities as perceived by a cohort of sixth-grade students with reading disabilities. Reflects upon intervention programs in place for struggling middles school readers. Considers how to teach young adolescents with reading disabilities.…