Examines how the application of certain learning principles in the young child's home can foster successful learning in the schools. Demonstrates how these principles can be better implemented in the schools so that reading problems can be prevented or corrected. (FL)

Examines trends in reading instruction, suggesting that some approaches are responsible for children's reading difficulties. Looks at research suggesting ways to bridge the gap between reading experiences that take place in the home and those that occur in school. (HTH)

Explores some of the story concepts evident in children's story retellings and story writings. (FL)

Looks at research and practice in the area of idioms and offers suggestions for teaching them effectively. (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)

Reviews significant research into child Black English, describes some of the controversies raised by that research, and offers some implications for teaching suggested by the research. (FL)

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Discusses the interacitonal function of language. (FL)

Discusses factors that foster the development of young voluntary readers. Reviews studies that describe home and school characteristics that encourage voluntary reading and stresses the importance of providing young students with a rich literary environment in the classroom. (FL)

Discusses research on language development and the conditions that facilitate and inhibit language learning; discusses the basal reader approach to language development and proposes spontaneous talk as an alternative format for teacher/student interaction and language development. (HOD)

Points out the types of information teachers can learn from children's "mistakes" in language, reading, and writing; urges teachers to look at "mistakes" analytically rather than from a correctional perspective. Notes the need for teachers to understand the developmental nature of language skills and to observe each child in many contexts. (ET)

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

Concludes that it is time for teachers to be more critical of the commercial materials and classroom practices commonly used to sensitize children to different semantic cues and morphological units. Argues that without a firm knowledge of context clues and morphemes on the part of teachers, the teaching of these skills will remain incidental. (FL)

Noting that the idea of reading as a natural language communication process has been well established by research, this paper identifies learning strategies and suggests teaching methods for developing the young child's awareness of the communication nature of reading. The paper concludes that learning strategies based on imitation, drawing, and…

Argues that while many publishers may simplify the sentence structure in the basal reader to facilitate the process of learning to read, this practice may result in texts with stylistic features and text formats that are unnatural and uncharacteristic of written English or the language development level of the children. (FL)