Explains intergenerational literacy, and provides responses from two educators who offer their perspectives and suggestions on intergenerational literacy programs. (MG)

Answers questions from two teachers who are apprehensive about practices concerning basal reading instruction which they are asked to implement in their schools. (MG)

Offers a response from two educators concerning a question about commonalities across the mathematics, reading, and English disciplines. Suggests ways to create a supportive curriculum in light of new developments. (MG)

Provides responses from Patrick Shannon and Allan Luke on a question concerning critical literacy. Defines and discusses the term "critical literacy." (MG)

Offers a solicited response to a question about learning styles, and discusses how this information should affect planning and implementing instruction. Finds that the instructional implications of the body of research on learning styles and learning modalities are limited. (MG)

Offers an answer from two educators concerning a question about funding reading programs in rural and small-town settings. Suggests eight resources and ideas that may be helpful in providing students with reading materials. (MG)

Answers questions about collaborative learning and offers some strategies to use with students. (MG)

Discusses several new educational assessment procedures implemented in Illinois and Michigan school districts. (MM)

Presents detailed descriptions of two intergenerational literacy programs currently functioning to meet family literacy needs. (MG)

Offers views on the reading-spelling relationship by two spelling researchers, Jerry Zutell and J. Richard Gentry. Points out that all research supports some degree of formal word study. (MG)

Describes a reading program, Reading Recovery, that provides intensive instruction for young children who are at risk of failure during frist grade. Provides responses solicited from four Reading Recovery teacher leaders. (MG)

Explains portfolio assessment and how it can be used by educators. Provides responses from three educators who offer their perspectives and suggestions for using portfolio assessment to evaluate reading and writing. (MG)

Discusses reasons for the high interest in educational standards. Notes that most of the standard-setting efforts fall into one of three groups. Concludes that educators need to sort through the rhetoric to determine whether standards are indeed powerful tools for guiding educational decisions or whether they are unnecessary provocations. (RS)

Discusses nine texts that describe the persistence and dedication that are so often the attributes of a good teacher and texts that discuss studies of classroom practices. (PRA)

Focuses on books, booklets, and position papers that would be useful reading for educators involved in making decisions about selecting materials for schools. Discusses guidelines for judging and selecting textbooks and studies and readings on textbooks. (PRA)