Compares two groups of primary-grade classrooms differing in their instructional approach to beginning reading to assess the relationship between learning activities, cognitive ability, and reading skill. (HOD)

Describes a six-step technique that capitalizes on children's experiences and interests while providing structure and redundancy within a creative framework to maximize sight word acquisition. (FL)

Discusses a literacy education program developed for members of the California Conservation Corps that gives students a new understanding of their world. (MM)

Intended to be a guide for novice volunteers, this book discusses both the theoretical foundations and the practical details that will help a person to understand a child's literacy development. The book begins with an overview of the reading process and then moves into addressing key concerns such as the first day as a volunteer, the kinds of…

Combining the language experience approach and phonics instruction, this guide provides parents and early childhood teachers a comprehensive resource for developing a strong foundation for pre-readers. The guide offers over 1,000 activities, games, fingerplays, songs, tongue-twisters, poems, and stories for the letters of the alphabet to develop a…

Discusses one teacher's efforts at writing interesting books for her edung stories. Also suggests criteria for evaluating the books used with these youngsters. (VJ)

In an interview with New Zealand instructor and author Don Holdaway, discusses the value of shared reading experiences with very young children. Examines children's early reading strategies and the use of extra large print in reading materials. (HTH)

Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)