Discusses how all children must learn to work to overcome a difficulty, take initiative, and make links with what they already know. Illustrates these actions with instructional interactions in kindergarten and first-grade classrooms. Notes how teachers can establish a pattern of expectations. Outlines ways teachers can foster active learning, and…

Disagrees with an earlier article in this journal about the dispute among reading-instruction specialists as to how phonics is best taught. Argues for direct and systematic phonics instruction. Presents a response to Groff, agreeing that children need explicit phonics instruction but arguing that an instructional approach that acknowledges the…

Presents brief annotations of 111 children's books published in 1997 in this annual list of trade books chosen by teams of children around the country as their favorites. Groups books in four different reading levels. Offers tips for parents, primary caregivers, and educators about reading with children. (SR)

Offers brief annotations of 44 children's books (published in 1997). Organizes them in groups according to intriguing topics, appealing illustrations, relevant themes, engaging language, and pleasing humor. (SR)

Provides a brief background on Retrospective Miscue Analysis (RMA) and explains how the author used it with one struggling third-grade reader. Describes how RMA was used in sessions with Michael over the course of one school year and describes the learning and revaluing that happened for both Michael and the author. (SR)

Argues that discourse knowledge (knowledge readers have of the way a text or story is organized) can be taught from the earliest grades using authentic contexts and quality children's literature as well as the children's own writing. Suggests specific books and specific strategies to foster the students' knowledge of three patterns of…

Argues that flashcards can help beginning and struggling readers to identify high-frequency, irregularly spelled words. Describes various ways flashcards can be used to help make a poor reader a better reader. Argues that the key to success is to use flashcards sensibly, in small doses, for fun, and with pizzazz. (SR)

Presents the 1998 position statement regarding early literacy development formulated by the International Reading Association and the National Association for the Education of Young Children. Outlines issues and reviews research. Offers a set of principles and recommendations for teaching practices and public policy. Includes a continuum of…

Addresses two broad issues: the current understanding of spelling development and how this understanding fits within a broader model of literacy development; and the implications of the developmental model for spelling instruction and word study. Suggests that it is essential that instruction balance authentic reading and writing with purposeful…

Analyzes successful family literacy projects. Finds defining characteristics and key features of practice that can be used to establish effective family literacy programs: offers literacy instruction to families, broadly defined; creates strategic recruitment plans; emphasizes retention; creates a supportive environment; and includes ongoing…

Presents an instructional framework for use with beginning readers that focuses on strategy development and the use of authentic, purposeful materials. Provides a teaching "guide" to help teachers understand the important metacognitive features of the program, but notes that it is up to teachers to plan, teach, and evaluate their students'…

Presents annotations of 29 newly published trade books for children and adolescents that teachers find to be exceptional in curriculum use. Notes that many annotations include specific curriculum use suggestions. Groups annotations into primary (K-2), intermediate (grades 3-5), and advanced (grades 6-8). (RS)

Presents annotations of 42 children's books (published in 1997) about holiday traditions and family traditions focusing in nighttime rituals, special neighborhood occasions, and traditions across the generations; as well as stories based on oral traditions of sharing stories over time from generation to generation. (RS)

Describes an English teacher educator's changing views on assessment. Discusses four recent books that offer assessment strategies teachers can use to improve their instructional practice, to increase their own learning, and to enhance their programs. (RS)

Describes the collaborative listening-viewing guide, a lesson framework for promoting students' visual literacy. Notes that an important feature of the guide is the use of flexible grouping, where students are encouraged to share what they see and recall, to contribute their personal experiences, and to build more elaborated constructions of…