This article describes the MODEL2TALK intervention, which aims to promote young children's oral communicative competence through productive classroom talk. Productive classroom talk provides children in early childhood education with many opportunities to talk and think together. Results from a large-scale study show that productive classroom talk…

This article features a multilingual family literacy project to enhance family engagement in children's literacy development. First, the authors expand the emerging framework of translanguaging beyond the individual competency toward a collaborative practice across family/community members and diverse sign systems. Then, the authors describe how a…

Intervention is a central tenet of the various (multitiered) approaches used to implement Response to Intervention (RTI). It appears in Tier 1 core instruction in the form of differentiation, in Tier 2 in the form of supplemental small groups, and in Tier 3 and 4 instruction in the form of more intensive, often individualized support from…

Describes a summer school English-as-a-Second-Language classroom that uses a content-rich whole language curriculum. Highlights experiences that were successful in facilitating literacy development, including reading experiences, writing experiences, talking and reading, and talking and writing. Discusses the effectiveness of the instructional…

Lists and describes 14 reading programs offered through the National Diffusion Network (NDN) and approved by a special review panel of the Department of Health, Education, and Welfare (DHEW).

Describes the "Let's Read Together" program designed as a four-week summer reading camp. Concludes that this program, while supplying the children with direct reading instruction, also empowered parents to become more involved and to feel more confident in assisting their children academically. (SC)

Describes how the whole-language philosophy undergirds the teaching approaches used in a nontraditional special education program designed for students with language and learning disabilities. (SR)

Describes and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

Describes a Chicago, IL, family literacy program that offers simultaneous and connected education for Latino adults and children. Discusses how the Parents as Teachers and ESL parts of the program are connected; how to construct a family literacy curriculum; what language should be used for family literacy instruction; and what happens in a…

Discusses a yearlong study of a classroom's experience with Readers Theatre. Analyzes the "remedial" children's interpretive behaviors--language uses, body movements, comparative approaches, and affective interpretations--as they enacted literary texts in the theater of their own creation. Suggests that one solution to the problems of labeled…

Describes the development and implementation of meaning-based reading instruction for a group of sixth-grade students with special learning needs. Provides details as to program design and describes a sample session. (SR)

Describes the reading/language arts program at Queen Bee Elementary School (in a Chicago suburb), designated as an exemplary program by the International Reading Association. (SR)

Discusses briefly issues related to bilingual education and making English the official United States language. Describes an innovative and successful bilingual education program in a public school district in Oregon. (SR)

Reports on a Listen-Read Program exposing children to a variety of language in sound and print through the coordinated use of books and listening centers; a study of the program indicated higher scores on a standardized reading test resulted from children's listening to the text while they read. (HOD)