Describes a strategy reading tutors can use with elementary school children to help bring their attention to the targeted skill in their reading instruction, done by demonstrating to the child the reading behavior that is intended for instruction. Shows how the child then can articulate the purpose of the skill and the rationale for learning it.…

Describes 10 "literacy day" activities that one California elementary school has used successfully schoolwide, typically one such day per month, to make reading fun and purposeful, while developing a sense of community. Includes: spread-a-quilt day; teacher exchange day; turn off the TV; Dr. Seuss day; community readers; schoolwide poets; original…

Offers brief descriptions of 25 recent outstanding books (fiction, nonfiction, and poetry written for children in grades K-12 and published in 1998) chosen for the 1999 list of Notable Books for a Global Society. Notes that these books celebrate the diversity and common bonds of humanity. (SR)

Reports on how a struggling first-grade reader who was neglected and ignored by his peers experienced literacy events when children were the only participants. Notes that collaborative learning is affected by participants' social status. Shows how child-initiated and child-directed literacy events did little to assist this child's reading…

Outlines neoconservative, neoliberal, and liberal views of what works and what's good for children in reading education. Notes how each vies for the seminal role in defining the goals, means, and outcomes of reading education; but none discusses the complex social contexts of literacy learning and how unequal conditions in society might cause…

Describes how pairing fiction and nonfiction books on the same topic, along with interactive class strategies (such as Venn diagrams, K-W-L, DR-TA, webbing, and activating prior knowledge), can boost students' understanding and enjoyment, help teach content material, and help to ease students into reading content area textbooks. (SR)

Focuses on the informational alphabet book, sharing ways to incorporate such books into the primary-grade literacy program to expose children to new concepts, new vocabulary, and non-fiction text structures. Offers suggestions for before, during, and after reading activities to support content and literacy development. Provides a 36-item annotated…

Argues that educators must develop new ways of thinking about literacy that integrate the Internet with their work. Examines how governments around the world are devoting new attention to their educational systems in response to global economic competition in an age of information. Describes several websites with important lessons and resources…

Presents brief descriptions of 39 illustrated children's books that deal with questions about identity, organizing them according to: sense of self, sense of family, sense of change within self, sense of place, and sense of culture. (SR)

Describes how using writers' workshop with mixed groups of elderly and children has benefits for all parties. Describes one intergenerational program bringing together elders from a writing group at a local community center with elementary school children. Discusses initial reasons for the project, shares some activities, and presents some things…

Highlights a performance assessment process used by one teacher with her second and third grade students, in which teacher and students work together to generate specific performance standards for a variety of reading and writing tasks. Looks at setting the stage; teacher-student collaboration in structured rubric development; expanding the…

Describes various methods the authors (2 Reading Recovery and Title I reading teachers) use to incorporate a single computer effectively in reading and writing activities with small groups (6 children or fewer) of first-grade students. Describes a full circle from simple talking books (in Hyperstudio) for the students to read, to children…

Investigates how a select group of New Zealand teachers organize their classrooms for reading instruction to avoid the pitfalls that may be associated with ability grouping and yet meet the needs of students of diverse backgrounds and abilities. Offers 3 fundamental reasons why these groups may provide effective contexts for learning as one part…

Notes that a "staggering number" of struggling readers in the United States are African American children and other students of color. Outlines characteristics of successful schools for struggling readers, and details effective teaching techniques. Notes the importance of leadership, high expectations, culturally appropriate teaching strategies,…

Analyzes the conversations and writings of 2 ethnically diverse populations of fifth-grade children (ages 10 and 11) in response to the powerful and difficult themes contained in two award-winning children's books. Discusses the child's voice; the teacher's role as cultural mediator; responses at the literal level; reading between the lines;…