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)

Talk is the foundation for thought and understanding and the key to literacy learning. Research demonstrates that powerful metacognitive strategies can be taught to help students self-monitor their comprehension when reading print and digital texts. This article provides a repertoire of speaking and listening strategies to develop the…

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

Establishes a developmental perspective for using caption books (picture books with short language captions closely related to simple pictures), then details how the books can be used in the classroom. (FL)

Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)

Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)

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…

Examines the research relating nutrition and diet to achievement in reading and language arts, and suggests ways teachers and parents can use this information. (ARH)

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)