Compares the learning and writing experiences of a child during his kindergarten year (with frequent immersion in reading and writing activities in their writing workshop) to his first-grade year (with worksheets and decontextualized exercises). Critically examines such "serious" literacy learning that lacks a real audience and a real…

Investigates the nature of e-mail correspondence (as a kind of literature-response journal) between nine- and ten-year olds and preservice teachers. Finds children's e-mail almost equally divided between socialization and book talk, with reading levels not affecting these percentages. Concludes that children thought critically about themselves and…

Discusses five books that offer suggestions and strategies to help teachers balance their teaching, in a variety of ways: (1) "Balanced Literacy Instruction: A Teacher's Resource Book"; (2) "Educators Supporting Educators"; (3) "The Reading Connection: Bringing Parents, Teachers, and Librarians Together"; (4) "The Girl With the Brown Crayon"; and…

In San Antonio, four schools are using the kindergarten level of the computer-based Waterford Early Reading Program to determine whether well-designed educational technology can bridge the gap between successful and disadvantaged schools. New technology and an old-fashioned buddy system are infusing classrooms with effective, dynamic teaching…

Assesses preservice teachers, student teachers, and cooperating teachers on their understanding of the foundations and applications of reading instruction. Concludes that extended, interactive periods of reading interventions and discussions combined with authentic reading experiences with children from diverse cultural backgrounds may increase…

Finds that preservice teachers in a reading-methods class felt that working with elementary students in a one-to-one tutorial program made them knowledgeable and confident, especially having continuous opportunities to put theory into practice, with support from more experienced and knowledgeable others; developing close and caring relationships…

Examines an 11-week phoneme-awareness program in kindergarten followed by a first-grade reading program that emphasized explicit, systematic instruction in the alphabetic code. Analyzes a phonetically-based spelling program. Compares a control group in the school district's regular basal-reading program with a treatment group. Concludes that the…

Argues that in Ontario's French-medium schools, reading is often a challenge, particularly for those in readiness classes who speak little or no French. A model for early intervention in reading is recommended, combining reading and writing to address the linguistic challenges of students in a minority-language community. (Author/MSE)

Describes the Hot Chocolate House Web site that was created for elementary school students to engage in a variety of activities centered on reading and creative writing. Students can submit their own writing or book reviews, read other writing or book reviews, share authors' letters, and find recipes for snacks. (LRW)

Presents a position paper on adolescent literacy and what adolescents deserve developed by the International Reading Association's Commission on Adolescent Literacy. Outlines some questions and answers about adolescent literacy. Details seven principles for supporting adolescents' literacy growth as they deserve. Lists suggested readings and notes…

Provides a description of a new Reading-English-for-Specific-Purposes (RESP) course in the present Chinese context and an evaluation of its impact on the students' learning interests and learning strategies. (Author/VWL)

Addresses multicultural issues surrounding literacy for the future (demographics and cultural histories and philosophical movements), discussing societal forces that impact multicultural education in homogeneous and diverse enclaves of U.S. society; analyzing current U.S. postures around several educational issues in light of these forces;…

Presents information about current workplace-literacy demands as modern jobs are influenced by technology and organizational change, noting what these demands look like in the new workplace and examining how prepared American adults are to meet these new technological literacy demands and what resources are available to prepare children and adults…

Students with special needs share the same basic needs for literacy instruction. General-education teachers should maintain primary responsibility for literacy education for all students, while special educators and reading specialists provide support. This paper examines obstacles to quality literacy instruction, offering a school-based case…

Describes the "Three for the Road" reading program which sends children home with a backpack containing specific sets of books, activity suggestions, and materials (puppets, a response journal, and writing materials). Elaborates theoretical foundations of the program, tells how to implement it, and shares examples of first graders' and their…