Looks at the spectrum of motivations children bring into the classroom and discusses how these motivations connect to instruction. Shows that intrinsic motivations sustain long-term literacy learning; extrinsic motivation controls behavior temporarily; intrinsic motivations are needed in integrated instruction; and extrinsic motivations are needed…

Describes the uses of riddles with elementary school students to create interest, develop literacy skills, promote learning in the content areas, and have fun. Notes 16 books of riddles. (SR)

Overviews some of the latest predictable books for emergent readers, this month looking at books that develop a sense of rhythm and books that entice children to play with words. Offers suggestions for using these 12 books in the classroom. (SR)

Describes enhancing stories with elementary school students through the use of musical sound. Discusses getting started, the story, creating stories with musical sound, and the role of the music specialist. (SR)

Reprints an exemplary article published in this journal in 1955, which points out that phonics is only one part of a total reading program. Emphasizes the fact that meaning for the reader must be the essential part of all reading instruction. (SR)

Describes briefly several studies identifying classroom factors associated with literacy motivation in elementary school students. Discusses six research-based factors related to increased motivation to read: a teacher who is a reading model; a book-rich classroom environment; opportunities for choice; familiarity with books; social interaction…

Describes a university class project designed to help pre-service and in-service teachers explore the ways children and adults respond to the same text. Considers the importance of discussion for the creation of meaning, the support of literary awareness, and insights about the nature of children's responses to reading. (SR)

Shows how interactive read-alouds encourage children to verbally interact with the text, peers, and teachers, providing a means of engaging students as they construct meaning and explore the reading process. Discusses approaches to read-aloud events, conceptual foundations, and planning interactive read-alouds. (SR)

Offers a story which highlights the need for whole language teachers to negotiate understandings about literacy learning by inviting principals and others to engage meaningful dialogue. (SR)

Offers 46 brief annotations of recent children's books, many of which are excellent models for stories that children might develop. Groups books into story collections, stories about us, life stories, too-good-to-miss stories, nature's stories, stories that inform, story sequels, and story retellings. (SR)

Argues that teachers and students who have an understanding of the nature of the disciplines (history, science, geology, etc.) can use this understanding as a prism for examining contexts, generating inquires, and determining explorations. (SR)

Finds that the home literacy environments of European American and African American families did not differ as strongly as those of middle-income and low-income families, with many low-income parents (regardless of race) placing relatively more emphasis on structured activities and on ostensible component skills in literacy. (SR)

Argues that the singing-reading connective helps children learn to read and fosters a love for reading. Discusses integrating music with reading and notes various activities designed to extend the singing-reading experience, involving book concepts, sight vocabulary, reading comprehension, and fluency. (SR)

Argues that teachers need to be aware of the effect adult illiteracy has in their classrooms. Discusses identifying low-literate parents, what to do next, and ways to support low-literate parents. (SR)

Discusses four areas of reading instruction that the author (a retired distinguished educator) believes have been neglected or misunderstood: Sylvia Ashton-Warner's Key Vocabulary, the Alphabetic Principle, transmogrification of spoken to written language, and individualized reading. (SR)