Discusses four definitions of literacy: literacy as a skill comprised of a set of subskills to be mastered; being literate is a way of thinking that is more abstract and analytical; literacy is a set of social practices; and literacy is a body of knowledge. (RS)

Finds that children come to preschool with some knowledge of print but do not achieve mastery until the second or third grade. Finds a significant gender effect, but different patterns of that effect for each of the concepts about print task. (RS)

Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…

Discusses how four teachers with similar beliefs teaching at two different schools catering to radically different school populations altered their teaching practice to fit the specific culture of their school. Reviews existing research on theory practice relationship and calls for further research on the role of classroom context. (RS)

Discusses components of children's motivation to read and learn. Presents several factors that influence student goal orientation and foster interest. Suggests that teachers emphasize learning goals instead of performance goals, ensure that children have the competence to carry out chosen literacy activities, and provide support for social…

Asserts that the cycle of at-risk readers' self-perception and teachers' perception can be broken by providing rich, accelerated literacy instruction. Discusses early intervention programs, such as Reading Recovery and Early Intervention in Reading, and other intervention models such as Success for All. Describes teaching strategies used to…