Purpose: This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity. Method: Reading comprehension, as Catts and Kamhi explain, is very complicated. In this…

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)

Distinguished between "linguistic insight" and "linguistic awareness" and highlights some linguistic research of interest to reading teachers. (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)

Concludes that choral reading poetry is a good small-group, or even whole class approach, to building oral reading fluency in terms of both theoretical support and feasibility in classroom teaching situations. (FL)

Presents three basic tenets of the language across the curriculum philosophy: that language develops primarily through its purposeful use, that learning often involves and occurs through talking and writing, and that language use contributes to cognitive development. Discusses important practical implications these principles have for effective…

Points out that children must master a great deal of information about form classes, written conventions, and word referent relationships in order to understand what teachers mean when they use the term "word." (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)

Provides a look at primary grade children's abilities, inabilities, and requirements to use phonics as a beginning reading strategy and suggests a model that facilitates children's application of phonics while reading. (FL)

Relates a preschool child's experiences with product labels to show how teachers can use such language stories to promote early reading and writing. (FL)

Sets forth educational inferences drawn from a classroom incident involving a first-grade child and her first story writing experience. (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)

Examines notions and examples of instruction that can inhibit language growth, arguing that reading and writing curricula can be designed so that children are provided the freedom to explore language and grow as language learners in much the same way they learned oral language. (HTH)

Children begin school with some very basic ideas about written language and reading. The first is that of sign and message. That a graphic representation, a "sign," conveys meaning is an early and easy concept for children that stems from their visually attending to print in their environment. The realization that spoken language can be…