This article describes an approach to designing culturally responsive literacy centers. Aligned with Gholdy Muhammad's (2020) Historically Responsive Literacy model, we reimagine literacy centers as responsive to children from historically marginalized backgrounds. We present a five-question tool that teachers can use as they plan for literacy…

Describes the planning and organization of an annual book festival held at Tennessee Technological University that introduces children to literature through stage presentations, displays, storytellers, and a wide selection of inexpensive books. (ET)

Describes a program designed to encourage children to write and publish their own books. Explains how the program has improved the writing and storytelling abilities of the children involved. (FL)

Describes the development and implementation of meaning-based reading instruction for a group of sixth-grade students with special learning needs. Provides details as to program design and describes a sample session. (SR)

Argues that a well-planned literature program can instill in primary-grade children a lifelong love of literature and reading. Describes one such program, the Literature in Teaching program developed in Evanston, Indiana, by classroom teachers and librarians. (FL)

Describes a program initiated in East Germany in l962 to identify and remediate specific reading disabilities in elementary school children. Compares aspects of the program with those of programs in other nations. (FL)

Describes how one school involved children and the community in a reading program designed to illustrate that reading is an enjoyable activity. (FL)

Describes an "educational evening out," an idea materialized when parents expressed interest in reading during their first-quarter conferences with teachers. Notes that the parents showed so much interest in learning how to read with their children at home that the teachers made plans to have a literacy night in their first-grade classroom. (SG)

Offers a current perspective on the state of family literacy. Defines family literacy. Discusses family literacy initiatives, future directions, program planning and initiatives, and dissemination activities. (SR)

Outlines a program for incorporating oral interpretation activities into an elementary school curriculum. (RL)

Describes a program in which three educational institutions collaborated to create and implement a multisensory reading/language arts program that focuses on language arts integration, sequential skills learning, and individualized instruction. (FL)

Describes the design and implication of a 10-week unit for third and fourth graders using QARs (Question-Answer-Relationships) to integrate reading and writing tasks and prepare for standardized tests. Concludes that the student-friendly model described here is easy to implement and can be customized for any classroom and grade level. (SG)

Describes an inner-city parent involvement program based on research showing that when parents provide extra reading instruction at home their children's reading performance improves. Reports on an evaluation of the program that showed significant reading achievement gains for children enrolled in it. (FL)