Used multiple case-study design in year-long study to assess literacy teaching and learning in two half-day kindergartens at an at-risk school. Found that literacy teaching most often centered on letter recognition and sound/symbol relationships, with few opportunities for children to engage in meaningful dialogue centered on books. Four of 11…

This NAEYC presentation at White House Summit on Early Childhood Cognitive Development: Ready to Read, Ready to Learn describes key elements of early literacy and emphasizes essential supports for children's positive development and learning. The presentation focuses on the ways early childhood teachers can support children's language/literacy and…

Interviews Michelle Winslow, a fourth-grade teacher, and Pat Previte, a sixth-grade teacher in Massachusetts. Explains that the two teachers have a common vision for all students: one of engaged, strategic readers who can apply reading skills across all areas of the curriculum. Notes that the pair has transformed their reading instruction by…

Presents a study that compared expressive language opportunities provided by shared book reading and facilitated play and examined the language of young Australian children (n=22) with intellectual disabilities. Finds that the shared book reading elicited more intelligible and complex language. Includes references. (CMK)

Presents four research-based strategies for promoting reading achievement in after-school programs: literacy centers, a print-rich environment, play-based learning, and theme-related activities. Discusses the importance of making books readily available to children, including opportunities for students to read to one another and discuss what they…

Presents annotations of 32 works of children's literature that invite consideration of the wondrous possibilities of literature in the reading curriculum--from reading aloud to time set aside for independent reading, from focused instruction using paired and shared reading to engagement through book discussions, and from using literature to learn…

A study examined the effectiveness of a supplemental early literacy program for 7 first-graders at-risk for antisocial behavior who were unresponsive to a school-wide intervention. Despite initial variability in decoding skills and problem behaviors, all students made growth in word attack skills and demonstrated lower levels of disruptive…

Reviews basic procedures and theories supporting the Language Experience Approach as it applies to second language learning and literacy instruction. (Author/VWL)

Presents six possible strategies to get adolescents to read: (1) capitalize on interests; (2) make reading material accessible; (3) build a conducive environment; (4) allow time to read in school; (5) provide significant adult models; and (6) use motivational techniques. Highlights ways which these strategies can be implemented in classrooms. (MG)

Highlights 14 ERIC documents dating from 1987 to 1989 that are resources for using computers in the language arts classroom. Presents annotations for each document. (MG)

Describes four research projects that used technology to support reading and writing activities of students with learning disabilities: the first used computerized speech feedback to improve reading skills of elementary students; the second used projection plates in collaborative writing projects; the third used hypertext study guides with ninth…

This approach to motivating at-risk students in elementary, middle, and secondary grades calls for direct involvement of students by relating quality literature to their frequently chaotic lives. The approach applies cognitive, affective, and psychomotoric higher order skills to reading and writing instruction. (Author/JDD)

Briefly describes reading standards in Malaysian schools, outlines a class reader program, and provides samples of teaching files designed to help teachers implement the program. (one reference. (GLR)

Describes the use of a real-time Local Area Network (LAN) in a basic reading and writing course. Argues that student use of real-time networks encourages democratization. Suggests that real-time writing offers opportunities to learn about writing, communication, topic exploration, brainstorming, and the role of identities in discourse. (SG)

Explains the Monitor Model of adult second-language development. Describes a study conducted at Queens College to assess the value of mandatory reading laboratory attendance for English-as-a-Second-Language (ESL) students. (DMM)