Reports findings regarding home language environments of children in the longitudinal Home-School Study of Language and Literacy Development project. Data about family practices concerning book reading, toy play, elicited reports, and mealtime conversations were gathered. Cases support a multi-componential view of language. (BB)

Reports on data concerning language environments in classes with children who had been in the Home-School Study of Language and Literacy Development project when they were three and four years old. Activities and types of talk used in preschool classrooms changed as children grew older. (BB)

A study of five year olds in the longitudinal Home-School Study of Language and Literacy Development project focused on the relationship between predictor variables and outcome measures of early literacy. Results demonstrated that both home and school make important contributions to children's literacy achievement at the age of five years. (BB)

Assessed U.S., English, Israeli, and Japanese teachers' views of the ideal temperaments of children. Teachers in the U.S. and England had the most similar views, whereas those in Israel were most divergent. Differences and similarities of teacher's views are discussed in terms of eight dimensions of temperament. (BB)

A study focused on the conventions that students in a first-grade class accepted and used in their writing during one school year. The convention of the pop-up book became prevalent during this period. Results are discussed in terms of LeFevre's theory of literacy research. (BB)

Offers brief commentary on the studies included in this issue. Maintains that the four articles on children's home and school language is important professional literature for anyone who deals with reading and language. (BB)

Examined the acquisition of decoding and spelling skills and the writing fluency of first graders who received either whole-language or traditional basal instruction. Children with high phonemic awareness outperformed those with low phonemic awareness on all literacy measures, regardless of the instructional method used. (MM)

Analyzed drawing and writing of 60 Chinese boys and girls of 2 to 6 years. Children drew self-portraits and wrote their own name. There was an age effect in both tasks. Children as young as three years could differentiate drawing from writing. (MM)

Observed six children from two primary grade classrooms in different instructional settings: teacher-directed/large group; teacher- and child-directed/large and small group; and child-directed. Children's choice was related to high levels of cognitive functioning, language production, cooperative behavior, and generative use of materials. (MM)

Examined self-perception as a correlate of individual temperament. Administered Harter's Self-Perception Profile for Children and the Dimensions of Temperament Survey-Revised to 131 third and fifth graders. Offers suggestions for classroom changes that will enhance the development of positive self-perception. (MM)

Assessed correlations between 415 first graders' scores on the Metropolitan Readiness Test (MRT), and their scores on standardized achievement tests in mathematics and reading in grades 3, 6, 9, and 10. Concluded that the MRT has potential for contributing to readiness decisions in early grades. (MM)

Parents with children in preschool or day care programs completed a 50-item checklist that assessed the frequency, content, and context of parent-child communications about school. Children, and particularly girls, communicated by describing, asking questions, and performing. Mothers initiated conversations more frequently than fathers and…

Summarizes and reviews six studies published in this issue. Emphasizes the teaching methods recommended by each study and the ways in which the studies affirm several assumptions that guide early childhood teaching practices. (MM)

Provides research findings concerning the musical instrument preferences of fourth grade students. Finds that, although gender associations with certain instruments have lessened, they remain noticeably present. Identifies drums, saxophone, and flute as the most popular instruments. Notes a moderate relationship between student perceptions of peer…

Offers conclusions of an analysis of undergraduate music education majors' perceptions of their occupational status. Reports that subjects placed themselves above others in 10 of 11 hypothetical situations. Suggests that elementary education majors more generally elevate themselves above others less frequently. Identifies sources of negative…