Investigates whether the psychological type of 23 female primary caregivers related to the amount of reading they will do with their children. Finds a significant correlation between the personality-temperament type of mothers and the number of books they read to their children during an eight-week period. (RS)

Describes how reading aloud, journal writing, and bibliotherapy were used with college students in a content area reading course, providing opportunities for future teachers to experience the values of literacy and to promote social, intellectual, and emotional growth. (SR)

Describes how English teachers can help students to "read" their world and become responsible and responsive citizens through community service projects which structure opportunities for students to engage in literacy struggles in the real world. (PRA)

Finds that low ability and average ability students benefit more from reading plays than reading stories. Finds that the performance of low ability readers equalled high ability readers when both participated in group oral readings of plays. (RS)

A special section examines the advantages of using big books with young children. One big book author discusses her work, noting the importance of big book reading. Other authors present teacher-tested tips for using big books, titles of big books, and ideas for do-it-yourself big books. (SM)

Describes a schoolwide project designed to enhance independent reading at home and at school. Provides a description of the planning, implementation, and evaluation of the project. Offers suggestions for others who may have an interest in the initiative or who may wish to replicate the project. (MG)

Highlights the functions of reading aloud and gives reasons for its practice in the foreign-language classroom. Suggests a dual approach for practicing both reading aloud and silent reading. Although specific focus is on English-language teaching in the Arab world, findings are relevant to foreign-language teaching in other countries as well.…

Discusses ways that educators can encourage the developing of decision-making skills in literacy learning by demonstrating how to select appropriate reading materials, providing time for reading immersion, reading aloud a wide variety of resources, and fostering the use of tape-recorded books. (Author/CR)

Examines how mothers deviate from text while reading to young children and how these deviations vary according to children's development based on chronological age. Tests 25 mothers. Shows mothers of 24-month-olds and 4-year-olds asked more questions to engage their children, whereas mothers of younger children simplified text concepts. (PA)

Identifies literacy activities that can be used by volunteers to support classroom instruction. Provides a set of guidelines that teachers may give to the volunteers who work with students in need of additional educational opportunities if the students are to meet the challenge of becoming successful, independent readers. (RS)

Argues that elementary school students need more experience with nonfiction reading materials. Describes how teachers can promote this by reading to children every day; systematically including nonfiction books, magazines, and other materials; encouraging children to include nonfiction reading during their daily silent reading time; and making…

Looks at the literacy practices of a Catholic home schooling group located in the United States Pacific Northwest. Finds that reading aloud was important to all parents. Notes some benefits cited by parents including immediate feedback for children, ability to pace themselves as necessary, and the opportunity to tailor lessons to individual…

This article discusses repeated storybook reading using adult scaffolding and phonological awareness strategies to facilitate oral and written language in children with language delays. The discussion is framed around common questions asked by educators considering repeated storybook reading as an instructional method. (Contains references.)…

Reviews research on children's early storyreading experience along the following dimensions: historical perspective, the significance of read-aloud, parent-child read-aloud, and teacher-student read-aloud. Shows a need for more naturalistic studies of read-aloud, more studies exploring connections between read-aloud at home and school, more…

A study examined the reading behaviors of five mothers and their preschool children with language impairment across three storybook readings. Four of the children pointed to, answered questions about, and labeled and commented on the pictures. Three of the children increased reading behaviors and reading time across the three readings. (Contains…