Describes the diverse and extensive reading program at South Bay Elementary School in rural northwestern California, one of several school reading programs recognized by the International Reading Association as exemplary. Discusses parent and community involvement, schoolwide collaboration, and program results. (SR)

This article shares a simple questionnaire that can be used with students to ascertain their understanding of good readers and the strategies they use. Responses from a questionnaire administered in January and August in one fourth-grade classroom are categorized and shared. The responses show the students' belief that good reading is done by both…

Many students struggle to acquire adequate reading comprehension and writing skills. Although word recognition and spelling are needed to fully actualize these skills, the oral language aspects of reading and writing can be taught and practiced without text. Oral storytelling is good for all students, but it may be essential for students with…

Shows that before students can begin doing research and inquiry on their own, they need to experience extensive nonfiction reading and writing and learn to generate questions and find resources. Offers a list of strategies and ideas that will help prepare the teacher, students, parents, and other teachers for the inquiry process. (SR)

Children arrive in classrooms with varied background knowledge, which means that teachers must select instructional methods, materials, and techniques to meet multiple needs. A carefully planned approach that includes direct and explicit instruction--as well as extensive opportunities for reading, writing, speaking, and listening--can help…

It takes a literacy leader to save some schools and districts from serious misconceptions about the nature of core reading programs as well as the nature of some reading disabilities. Well-prepared professionals can, by means of their extensive pedagogical repertoire, help districts to avoid compulsive repetition of the same fundamental types of…

Teachers can link the isolated components of a balanced literacy program by helping students make focused connections in reading and writing throughout the day. The authors share how two teachers made such connections through components of author's craft. They conclude with an extensive list of minilesson topics designed to improve students'…

Reviews research on the question of how to best teach letter-sound correspondences in beginning reading instruction. Describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which is not only explicit, systematic, and extensive, but also context embedded and meaningful.…

Blends the authors' voices with those of RTEACHER listerv members to explore the good and bad news about leveled text. Suggests the concept has involved teachers in questioning how they select texts for reading instruction; but the greatest challenge is a shift in emphasis from acquiring extensive collections of leveled books to learning more…

Describes a project in which 16 classroom teachers from seven different schools collaborated with researchers in an extensive investigation of book access and rereading. Discusses enhancing book access in school and at home, and enhanced book access at home with books and audiotapes. Shows how these school/home programs helped young…