The incorporation of literature into the school curriculum is perceived as an important way to involve students in "real world" reading. To maximize the use of literature in the school curriculum, teachers need to concentrate on three areas: (1) modeling for students; (2) developing a sense of story; and (3) enhancing comprehension…

Contrasts between children's visualization and understanding of a filmed story and of a story in print are drawn in the introduction of this symposium paper. Discussion then briefly focuses on variables related to studying effects of story pictures on viewers, such as the story-line, audience characteristics, and the coordination of story modality…

Reflects on the possible factors that enabled the author's child to learn to read at the age of five. (MKM)

Investigates the significance of the parent's role in reading aloud familiar or unfamiliar stories to their children. Concludes that, although the nature of the interaction between parent and child did not differ with respect to the parent's gender, there were differences in the kinds of interaction strategies used in familiar versus unfamiliar…

Describes how one elementary school teacher recreated the drama of his own childhood encounters with literature by dramatically reading poetry to his students. (ARH)

Discusses the potential of reading aloud by students to increase their interest in and comprehension of reading materials. (SRT)

Both senior volunteers and learning disabled preschool children benefitted from the Grandparents Read to Me Project in Lakewood, Ohio. Seniors rarely missed a session and the children began to select books over toys during free time and ask their parents to buy books and read to them at home. (CB)

Discusses the advantages of having writing students read their work aloud in class. (FL)

Discovers the lack of attention given to plays for young adults in most published booklists, and follows with a list of recent works for junior and senior high readers. (CRH)

"First Connections with Families" is a statewide initiative developed by the Nebraska Department of Education, in cooperation with the Health & Human Services System, to meet the requirements of LB 326, the Nebraska Read, Education and Develop Youth Act. This booklet contains information about child development (birth to 18 months;…

Reading aloud and training in phonemic awareness have been promoted as two ways to increase children's reading ability. Reading aloud encourages children to find pleasure in reading and use literature to aid in learning. Children with early awareness of individual sounds in words, called phonemes, and the ability to manipulate them are more likely…

This book, one of a series, focuses on science seen every day in homes and neighborhoods. The message of the series of books urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three…

The literature on reading aloud indicates a positive result when children read aloud with others. Reading aloud is found to enhance a student's vocabulary, to familiarize students with language patterns and sentence structure, to help students develop listening skills and increased attention spans, and to build children's curiosity in reading.…

This project is designed to engage families in shared literacy activities. The K-2 students take turns taking home a book bag that includes a stuffed toy, a book, art supplies, a topic to discuss with their families, and a journal to share their thoughts and ideas. Through the experience they build positive memories of literacy activities. During…

This report describes a program for improving vocabulary development thorough balanced literacy. The targeted population consisted of three elementary classrooms in a community located in a southern suburb of Chicago. A lack of vocabulary knowledge that interfered with student academic success was documented in state and standardized test results,…