Analyzes the procedures used in mastery learning to determine if they are consistent with those of the skills management approach to reading instruction. Concludes that they are not. (FL)

Examined intervention strategy designed to provide access to literacy materials and opportunities for parent-child storybook reading in three Head Start centers. Found that text type affected patterns of interaction and that parents' reading proficiency influenced conversational interactions, with different text types serving as scaffolds for…

Describes intervention approach designed to enhance intersubjectivity between adolescent mothers and children. Proposes that model based on the theory of guided participation enhances mothers' sensitivity to children's learning processes. Based on observation during implementation of the model, claims that engaging parents and children in mutual…

Analyzes whether a combination of televised story and/or an illustrated storybook influence children's story comprehension. Finds no significant differences between groups. Suggests that the communication medium alone has little importance for reading comprehension. (RS)

Describes a parent volunteer tutoring program, called "Reading Together," that is run by members of the community, and that provides opportunities for kindergarten and pre-first-grade children to read and write in a playful environment. (SR)

The influence of different media on the interpretations of stories was examined in 2 studies involving 2 fifth graders and 83 fifth grade high and low achievers. Results with print media and video media suggest that the interpretive process may be similar across different media presentations. (SLD)

Examines the impact of an intervention targeting economically disadvantaged children that flooded over 330 child-care centers with high-quality children's books and provided 10 hours of training to child-care staff. Examines the project's impact and gives support for the physical proximity of books and the psychological support to child-care staff…

Argues that for schools to reach the No Child Left Behind Act requirement that all children reach proficiency in reading and mathematics by 2014, a major effort must be made to develop and implement high-quality compensatory prekindergarten programs. The major features of these programs include sufficient time, precise targeting, thoughtful focus,…

A study used a Functions of Reading Scale to explore the reading activities of students in grades three, five, and eight in Ireland and the United States. Results showed the patterns of relationships between the variables in the Scale to be consistent across cultures and grade levels. (FL)

Reports on a study that analyzed the reading and television viewing behavior of over 7,500 students and found that reading for pleasure should be emphasized and television viewing more carefully monitored by teachers and parents. (AEA)

Investigates young children's literacy activity within play settings designed to reflect authentic literacy contexts in children's real-world environment. Finds that, in the course of play activities, children demonstrated declarative knowledge about literacy (e.g. names of literacy objects), procedural knowledge, and strategic knowledge. Suggests…

Proposes a list of studies that have influenced instructional practice. Considers how literacy instruction has changed. Discusses the role of literacy research in instruction. (PA)

Investigates the functions of reading across diverse cultural settings by examining children's purposes for reading in 13 countries and then identifying functions of reading common across age levels and nationalities. Finds three common factors identified by 10 and 13 year olds: utility, enjoyment, and escape. (KEH)

An ethnographic study of an urban comprehensive high school shows that teachers rarely used Channel One as a focus of instruction in their classrooms. Students watched Channel One primarily during an 18-minute homeroom period--a concession to parents, teachers, and administrators reluctant to sacrifice instructional time to show the program. Two…

In an exploration of the challenges of creating a collaborative approach to parent involvement, the beliefs of 19 African American adolescent mothers about learning and literacy were determined through peer group discussions. Data revealed a continuum of perspectives and a great deal of intergroup variability, as well as some shared goals. (SLD)