Describes a parent reading-writing class in which parents from diverse cultures came together to write, read, and revise something special they would be writing to their children. Notes that the experience continues its effect as families explore new avenues for writing among family members. (SR)

Describes a reading program being used in Akron Public Schools in which students in Chapter 1 classes and their parents participate in paired reading on a daily basis to improve their child's reading ability and confidence. (MG)

Describes the "Magical PAIR" (Parents Actively Involved in Reading) program, initiated by a reading center for grades one through five, that is based on the premise that parents are a critical link to a successful reading program. (MG)

Discusses several family literacy programs that promote parent support and involvement while promoting mutual learning for all family members. (MG)

Outlines a program of vocabulary development that contains cognitive, affective, and physical elements. Points to test results showing that the program has been effective with fourth grade students. (FL)

Describes a home-based family literacy intervention with a mother and her four children. Highlights the importance of motivation and family involvement in developing literacy skills.(SR)