Discusses the language experience approach and describes some methods for providing children with experience and assistance in producing oral monologues. (JM)

Suggests that every reading teacher should be an oral interpreter of literature, and describes ways in which to make a work of children's literature come alive for students. (JM)

Suggests that early identification should not focus on predicting which children will fail, but should concentrate on determining which skills children need in order to be successful in reading. (JM)

The Junior Great Books Discussion Method, a program of reading and discussion for elementary and secondary school students, features discussion leaders who focus on questions about the meaning of a reading selection and stress shared inquiry in reading interpretation. (Author/CB)

Describes how the work of modern poets can expand adult learners' views of the uses of reading and writing and their own ability and specifically shows how the works of Carl Sandburg, Lucille Clifton, William Carlos Williams, and Langston Hughes can be used to teach adults to read. (SRT)

Concludes that the PLAI is a unique test that can be very useful in assessing children's ability to deal with the language of instruction. (FL)

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

This study was undertaken to determine whether afternoon reading instruction results in greater achievement for beginning readers than does morning instruction. One hundred first grade pupils participated in the study. Implications for practice and continued research are discussed. (Author/MT)

Investigates the teacher's role in a whole language classroom. Asserts that explicit written guidelines concerning the teacher's role in directing and supporting student learning should be available for novice teachers in training and for experienced teachers who want to shift from a conventional approach to a whole language approach. (MM)

Explores the concept of emergent literacy, discussing what children know about reading and writing, how they come to know it, and what this information means for classroom practices and school policy. (MM)

The article questions the increased use of highly structured instructional reading programs for hearing impaired students and suggests there is also a need for holistic approaches, such as the Adaptation of a Sustained Silent Reading approach to develop student skills and interests. (Author/DB)

Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

Argues that music and singing readily fit the needs of the whole language approach to reading instruction. Provides a five-step method for using music to teach reading. (FL)

Describes resources in the ERIC database that can help teachers use literature in the reading program. (FL)

To broaden the scope of basal reading programs, fifth and sixth grade students read four full-length novels during the school year. Worksheets and exercises were used to improve reading skills. The novels selected included realistic works, fantasy, and historical fiction. A suggested reading list is provided. (JL)