An ongoing investigation on the nature of literature-based instruction in schools that serve large numbers of economically disadvantaged children is in the process of describing various aspects of literacy teaching and learning in four schools, two rural, one urban, and one semi-urban. The investigation is qualitative in nature, longitudinal, and…

This study compared reading rates of three students with reading disabilities and five nondisabled students, all fourth graders. Students were tested on their reading rates on self-selected passages (whole language approach) and on controlled, curriculum-based measurement materials. No significant differences were found between groups of students…

A study investigated how a teacher managed her whole-language instructional approach within the constraints of the district skills-based evaluation program. Data gathering and analysis took place over a 5-month period in a first-grade urban midwestern classroom. Data included field notes, interviews, artifacts, and classroom observations. The…

This Yearbook begins with a foreword by Janice F. Almasi that outlines some of the steps that the state of Maryland is taking as a leader in literacy education and literacy assessment, and the eight articles in this edition reflect many of these steps. The articles are: "Three Dialogues about Reading Engagement" (John T. Guthrie);…

Four issues of the newsletter of the Elementary Education Interest Section (EEIS) of Teachers of English to Speakers of Other Languages (TESOL) are presented in this document. Issue number 1 of volume 15, focussed on defining "who we are," describes the nature and purposes of EEIS and contains brief accounts by parents, students, and…