Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)

Suggests that a willingness to assume personal ownership for the concept of guided reading is at the core of effective implementation. Presents examples that show why and how teachers are probing purposes and taking ownership for guided reading instruction. Uncovers previously untapped opportunities for putting students in the "driver's…

Considers and discusses different ways of teaching phonemic awareness. Suggests that 5 factors should be included to have an adequate background for informed decision making about phonemic awareness instruction. Describes 10 books, guidebooks and activity books with phonemic awareness or phonological awareness in their titles. (SG)

Presents annotations of 31 works of children's literature addressing feeling a sense of place, discovering a place, creating a place, noting how places present obstacles, and setting out for new places. Lists 7 books about Jazz with related Web sites and lists 7 other books that address familial relationships. (SG)

Asks various people knowledgeable about children's literature what they saw as the major accomplishments of the millennium. Notes that the first two people asked immediately announced the same thing: multiculturalism. Argues that multiculturalism is less an achievement of children's literature in our time than a goal. (SG)

Describes how as part of a nine-week unit on tolerance and prejudice, the author's middle school students became immersed in Holocaust literature. Notes that the theme of bearing witness, of never forgetting, which runs through the literature, is the central driving force of work in the classroom. (SG)

This article provides an overview of current knowledge about vocabulary teaching and learning--understandings that influence learning across different disciplines. Research on the teaching and learning of vocabulary in particular subject matter areas, including mathematics, social studies, and science, is discussed. Based upon the instructional…

In this study, a team of researchers conducted multiple observations in 12 third- and seventh-grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether talented readers received differentiated reading curriculum and or instructional strategies. Talented readers were defined as…

This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based…

This research analyzed the combined results of three meta-analyses which examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e.,…

In 1999, the Office of Educational Research and Improvement (OERI) of the United States Department of Education charged the RAND Reading Study Group (RRSG) with developing a research agenda to address pressing literacy issues. Published in 2002 after much investigation, the RRSG concluded that evidence-based practices in the teaching of reading…

This article discusses BDA strategies--reading strategies that "good readers" use before, during, and after reading. These strategies are in conjunction with free reading as well as direct reading instruction by reading specialists and/or teachers. An explanation of "Before Reading Strategies," "During Reading Strategies," and "After Reading…

The Language Vocabulary Acquisition Approach (LVA) to Reading Instruction is a revolutionary new approach to reading instruction for emergent and developing readers in urban settings. The Approach quickly immerses young urban children into print text, bombarding them with a preponderance of words, ideas and general understandings about their…

The teacher needs to be well versed in the teaching of reading. There is content to read in each curriculum area regardless of the grade level taught. There also are clearly differentiated programs of instruction. Each is based on a selected psychological school of thought. Educators need to study and analyze each school of thought to see where it…

These tried-and-true strategies and book picks will help diminish the number of pseudo-readers in the classroom. This document contains some suggestions on how to stop the increase in pseudo-readers who say words but don't understand what they're saying.