Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)

Notes that little research has been undertaken into the effects of anthropomorphism on children's reading and presents questions concerning the use of this device in beginning reading materials. (FL)

Consideration of literacy practices that ensure success for young second-language learners has become crucial for educators, given the growing linguistic diversity in an ever-increasing number of regions, the limited resources of school systems, and the swirling public debate on bilingual education. This article explores principles regarding…

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

Reviews the literature on classroom reading instruction and elaborates the results of a series of studies that hypothesized that high-risk students, such as those typically found in low reading groups, would become more aware of how to reason during reading if their teachers explained the mental acts associated with strategic skill use. (NKA)