Considers how it is important to get ideas to help students with reading difficulties from the student(s) themselves. Discusses how to help bright children who struggle with decoding demonstrate to themselves and others their real talents in other aspects of literacy. (SG)

Considers how although some teachers might consider 7-year-olds too young to think about careers, experts suggest that occupational awareness activities begin in the primary grades. Concludes that teachers can help children prepare for the future by using literature to address career guidance in the early grades. (SG)

Puts reading and spelling difficulties in a cognitive developmental perspective that views the acquisition of reading, writing, and spelling as a sequence of characteristic strategies for dealing with written language. Concludes that the ultimate goal is to reduce the great number of children who fail to acquire literacy due to teachers' lack of…

Considers how IQ tests may not be an effective means of identifying English-as-a-second language (ESL) students with learning disabilities due to inherent cultural biases of the tests. Concludes that the use of IQ tests with ESL or English-dialect students is inappropriate when the student's first or primary language is different from the language…

Focuses on materials that would be appropriate for use in campus after-school programs; in programs at neighborhood, community, or church resource centers; or in the home for family literacy. Discusses the value of creating literacy backpacks or writing suitcases that go back and forth between the home and the school. (SG)

Considers how thinking aloud leads students to improved discussions, better understandings, and more enjoyment of literature. Notes that the think-aloud enables teachers to better assess their students' reading abilities. Concludes that the level of student interest and participation of a class of seventh-graders increased, and their understanding…

Discusses one teacher's experience in helping a student in that student's literacy development. Considers this in terms of a "career awareness activity." Discusses the presentation of "literacy as commodity," and defining a student by what part of themselves they can "sell." (SG)

Notes that frequent structured read-alouds helped kindergartners who lacked exposure to story reading develop familiarity with literacy. Concludes that the positive results of Project Story Boost are already evident and convincing enough to the teachers and administrators of the involved district that they are committed to the continuation of the…

Features literature to help with one goal educators have--to nurture the desire to always learn something new. Presents annotations of children's books including topics such as: examining the learning process, learning by trial and error, learning challenges and anxieties, choices and responsibilities in learning, and learning as exploration. (SG)

Offers experiences with collaborative book discussions that stemmed from literature circles or communities of book talkers. Shows what collaboration looks like when discussants come together around a book as in the Book Club approach. Illustrates how teachers can lead students to apply what is learned in literature to their own lives, both inside…

Describes the use of an interactive calendar that incorporates reading and writing in its use. Discusses a typical lesson, managing the interactive calendar, changes throughout the year, extensions and variations of the interactive calendar, and benefits of using the interactive calendar. Urges every primary teacher to learn about interactive…

Defines the Graphic Organizer Notebook as a collection of teacher-developed blank webs and organizers for a student to complete after reading chunks of content material taught in a unit. Concludes that implementing the Graphic Organizer Notebook in a content area unit enables teachers to teach reading, writing, and study skill strategies meeting…

Presents three teachers' experience with a journal-writing workshop that was successfully implemented in a first-grade classroom, in which the children became an enthusiastic and effective community of writers. Discusses several advantages of a journal-writing workshop. (SG)

Considers how teachers can create discussions through their literacy curricula that will develop children's understandings of moral elements--responsibility, friendship, fairness, empathy, or hope. Discusses children responding to stories read aloud, teachers restructuring classroom dialogue, and reinforcing literacy and morality. (SG)

Presents a current analysis of vowel regularity done with slightly different parameters. Compares the findings of this analysis to Clymer's classic 1963 study and other studies in order to demonstrate some of the issues that affect interpretation of this kind of analysis. Gives some specific suggestions about the teaching of vowels. (SG)