Over the past 50 years, substantial changes have occurred in the texts used for beginning reading instruction. This article analyzes four perspectives that have most influenced these texts in the United States over this period and the changes in these texts in relation to those in the nation's demographics and young children's literacy-related…

Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement,…

Discusses 11 documents processed into the ERIC system that shed light on the selection of a beginning reading program. (DD)

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

Reviews two orientations, skill orientation and ideational orientation, of teaching practices in beginning reading. Describes in detail child behaviors linked with teaching tactics for each of these modes of instruction. (Author/SS)

National attention is focused on early literacy, as several panels investigate and debate new directions in teaching children to read and write. This booklet reviews selected research recommended by the National Institute of Child Health and Human Development as a sound basis for designing literacy programs and particular intervention programs to…

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Principals and school administrators across the country know that "quick fixes" are not likely to help when children are not learning to read. For years, teaching reading has focused primarily on curriculum and instruction, but the focus needs to shift from teaching reading to learning to read. This report contends that because…

As part of a series of publications reporting the promising practices gleaned from pre-elementary Right to Read programs, this manual is designed to provide pertinent information regarding young children and reading. It covers such topics as the skills necessary for reading acquisition, how children acquire these skills, and the importance of…

As part of a series of publications reporting the promising practices gleaned from pre-elementary Right to Read Read programs, this manual is designed as an easy reference source through which parents can help their young children develop the skills necessary to read. While the manual is designed for use by parents, the activities discussed can…

Describes a program in which parents demonstrated a willingness to become involved in the reading activities of their preschool children, following involvement in Share-a-Story sessions. (NH)

Reports on a study of Grade 5 children who had been trained in phoneme identity six years earlier. Results reveal that these children were superior to untrained controls on irregular word reading and on a composite list of nonwords, regular words, and irregular words. Preschool instruction in phonemic structure had modest but detectable effects on…

Reflecting the interdisciplinary emphasis that reading comprehension has received during the past decade, the articles in this volume deal with both the processes involved in reading and the instructional practices used in teaching it. The six articles devoted to reading processes deal specifically with the following topics: schemata,…

This paper provides an overview of Breakthrough to Literacy, a research-based early literacy program that combines interactive software, quality print materials, take-home materials and staff development to provide individualized reading instruction for students. It uses technology to help children understand the relationship between sound, print,…

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)