Questions how teacher's can, through reading, extend children's awareness of different views and give them insights enabling a proper regard for people different from themselves. (RB)

Reports on a project to increase reading frequency in the home among working class disadvantaged White children. Concludes that in spite of many adverse factors decreasing the likelihood of increased reading frequency, the majority of families became and stayed involved with the project over its three-year span. (SRT)

Describes a program for children with low attainments in reading and writing in which parents were involved on a regular, structured basis in linking reading done at home with that done at school. (GT)

Describes a program in which parents demonstrated a willingness to become involved in the reading activities of their preschool children, following involvement in Share-a-Story sessions. (NH)

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)

Describes an action research project in which primary school teachers helped their minority group students attend to the cohesive elements of texts as well as the conceptual context. (FL)

Contends that children need to learn phonic skills, not necessarily through early direct teaching, but through reading experience. Suggests using Paired Reading, which is validated by psycholinguistic reading theory and provides opportunities to learn to read from context and use innate syntactic and semantic knowledge. (SKC)

Describes a teacher's development of a "book-share" reading program for nursery school children which involves students, parents, and teacher in a process of sharing books, responses to books, and concerns about reading skills. Suggests that such a program increases children's confidence about reading. (ARH)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)

Presents methods for teaching reading using Paired Reading and "real books" to determine the ingredients necessary for a successful program. Factors discussed include (1) materials (choice of books); (2) parental involvement; (3) the teacher's role (as enabler, facilitator, supporter); and (4) within-child factors (such as motivation and…