Explores the gap between adult writers and children readers and examines some misconceptions about writing for children. (HTH)

Reviews approximately 15 years of exploration of children's emergent writing and the transition into conventional writing, covering the period from infancy through first grade. Illustrates a progression from descriptions of children's proficiencies to collaborations between classroom- and university-based educators that are aimed at increasing…

Synthesizes research on the basic processes and instructional factors that influence literacy development. Points out patterns of agreement and disagreement among literacy scholars and practitioners. Presents an agenda for reading research of the future. (RS)

Reviews the major theoretical statements regarding the contribution of literature to reading development, noting that they fall into two interwoven strands: the notion of learning to read through literature, and learning to read literature. Evaluates the empirical evidence supporting the claim that literature plays an important role in learning to…

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)

Explains new research findings about how children learn letter-sound correspondences, relates the findings to whole-language reading instruction, and outlines a theory for how children acquire the letter-sound system without direct instruction in phonics. Describes recent findings on phonological processes involved in learning letter-sound…