Twenty kindergarten classrooms were observed during two full days of integrated language instruction. Over 300 observed literacy tasks were analyzed by activity format, duration, cognitive complexity, organization, and participation structures. Results indicated that, although most of the activities were meaning based, over half of the observed…

Examines one teacher and her first graders' interactions around information book read-alouds. Reveals that the comprehension strategies the teacher modeled reflected the same categories as those suggested by more systematic but decontextualized research. Suggests that there may be a developmentally appropriate time to begin formal comprehension…