Tested the prediction that phonemic analysis skills develop as a consequence of reading instruction. The results of a series of phonological tasks that assessed children's sensitivity to subsyllabic onset and rime units, and to phonemes are described. (55 references) (GLR)

Reviews research concerning instructional applications of discourse analysis for student reading and writing, including large-scale studies of student writing, text-based studies, reading comprehension, and semantic mapping. A large unannotated bibliography is included. (CB)

Describes the use of a "process approach" to teaching English as a foreign language to English majors at a Chinese teachers' college. (RS)

Argues for an integrated response to the interrelated problems of substance abuse and literacy. Recommends assessment to identify substance abuse and literacy problems, integrated instructional interventions, and discourse among classroom teachers and mental health professionals. (SR)

Shares how students in second through sixth grade learn the "language of challenge" as they learn to read and write in their classrooms. Describes how the teachers and students challenge each other to grow as readers and writers and how they support each other in this process. (MG)

Asserts that, when students know that someone they trust is behind them, they gain the confidence they need to become strategic learners. Describes the mentor program for bright underachievers at Benchmark School in Media, Pennsylvania. (PRA)

Asserts that wordless picture books offer a valuable but frequently overlooked opportunity to develop literacy competencies in young children. Describes how to use picture books to encourage writing, reading, listening, speaking, and social skills. (PRA)

At New York City's progressive Bank Street School for Children, teaching is directed to the whole child's social, emotional, physical, and cognitive development. The school's reading program focuses on a language-experience approach based on student choice. This article shows how collaboration between teachers and librarians has strengthened the…

Describes the necessary components for promoting change in educational systems. Highlights several successful teacher-initiated programs and offers suggestions for classroom reading professionals who are interested in promoting change. (MG)

Reports on a survey of 135 future teachers who were asked about their memory of round robin reading when they were learning to read. Suggests 19 alternatives for oral reading techniques. (MG)

Provides 11 annotations from the ERIC database of recent reports and conference papers that address the relationship of phonics to beginning reading. (MG)

Presents open-ended and semistructured interviews to assess reading comprehension. Highlights the potential value of interviews in aligning assessment practices with instruction and learning theory. (MG)

Offers five responses to Pamela Carroll's article, "'i cant read i wont read': Will's Moment of Success" in the same issue of this journal. (PRA)

Asserts that school-based staff development is needed to help develop ideas to promote and motivate wide reading so that all students can reap the benefits of that practice. Contains several ideas for staff developers to use in helping schools plan how to encourage wide reading. (PRA)

Presents an edited transcript of remarks made by 13 elementary school teachers concerning their instructional practices, their personal growth and change, and the context in which that change occurred. (RS)