Explains how and why journals were chosen as a component of literature group reading. Shares excerpts from the journals of several children. Draws conclusions about the value of journals in contrast to more conventional written assignments. (MG)

Describes the author's year as a volunteer in the writing workshop in her son's first-grade classroom. Discusses her experiences and reflects on the growth she saw in children as readers and writers. (SR)

Discusses the evolution of programs at the Benchmark School (where, for almost 30 years, children with severe reading difficulties have learned to read). Addresses students' difficulties reading narrative text, expressing ideas in writing, content area reading, learning sight words and decoding, understanding how to learn, applying strategies…

Can students identify the practices that motivate them to read? If asked to evaluate which components of a reading program are beneficial in motivating them, can they identify a particular practice and explain why it was helpful? These were the two major questions asked of 22 fifth-grade students reflecting on their fourth-grade experience. A…

Describes a plan for improving students' writing skills which was developed in a school for kindergarten through third grade students, and which incorporated parent participation and "publication" of student writing. (JC)

Describes the Reading Recovery program, an early intervention program for first graders with reading difficulties. Describes the program's teaching procedures and research base. Outlines important understandings gained, and takes a look at the program through the eyes of one of the teachers. (MG)

Describes a project in which 16 classroom teachers from seven different schools collaborated with researchers in an extensive investigation of book access and rereading. Discusses enhancing book access in school and at home, and enhanced book access at home with books and audiotapes. Shows how these school/home programs helped young…

Suggests that reading programs should be structured to include group work and interaction so that children gain a sense of "I-Thou" community through reading instruction. (JC)

Studies low-achieving fifth-grade readers to evaluate the feasibility of a cross-age reading program and to clarify implementation details for a large-scale project. Finds that quantitative results and qualitative data suggest that cross-age reading programs are a promising way to help poor readers to improve their reading. (MG)