Makes a case for asking secondary students to read their compositions aloud to their peers. Reviews techniques that may be taught to prepare students for public reading and listening. Describes a program in which high school students write custom-made stories for individual elementary school students. (TB)

This article examines the possibility that reading aloud to children may be the single most important factor in their reading success. Interviews the leading popularizer of reading research, Jim Trelease. Classroom innovations based on Trelease's work are discussed. Contains a compendium of titles Trelease recommends for reading aloud. (LZ)

Discusses ways parents can encourage their children to read: (1) read alone, together, silently, or out loud; (2) establish an environment that encourages reading; (3) aid and abet reading by demonstrating a positive reading attitude; and (4) encourage reading at school, support local libraries, and visit local bookstores. (RS)

Maintains that words come from strongly felt images. Contrasts the stark language environment of the author's first school years with his vivid memories of stories and poetry in his grandparents', parents', and his own house. (SR)

Analysis of kindergarten students'"pretend reading" of a wordless picture book indicated that the well-read-to children possessed implicit knowledge of the role of the writer of narrative by providing appropriate information and creating constrained and vivid images solely through linguistic means. (17 references) (Author/CB)

Discusses the benefits of reading aloud to children of all ages. Lists some of the distractions in the home that compete with reading aloud. Offers ideas for parents who want to "sell" reading's pleasures and importance to their children. Lists nine broad areas that can be stimulated by teachers and parents who read aloud to children. (PRA)

Gives an account of how one English teacher circumvented a principal's decision against purchasing a controversial novel, S. E. Hinton's "The Outsiders." Describes a teacher's power to close the class door and read a forbidden book aloud, chapter by chapter, to the students. (HB)

Fourteen mothers and their children participated in a storybook reading session in which the mothers taught their children both a basic-level count noun and a situation-restricted count noun for a series of object drawings. Analysis of mothers' spontaneous teaching strategies revealed that they typically taught a basic-level count noun before a…

Presents an excerpt from Katherine Neville's best-selling novel "The Eight," and discusses how the excerpt could be used in a mathematics class. Includes possible class activities and reading and writing assignments. (SR)

Discusses strategies for correcting English-as-a-Second-Language student writing errors. These strategies allow students the opportunity to recognize and fix their own errors. (17 references) (VWL)

Finds that each of six kindergarten teachers had a distinctive storybook reading style, varying in each of three major facets of style: focus of teacher talk during reading, type of information talked about during the reading, and instructional strategies used. (SR)

Describes the International Reading Project, a series of six weekly one-hour sessions that focus on teaching parents with limited reading skills how to read aloud to their children. Notes that (1) choral reading is a major part of the program; and (2) the low-income families and their children who participated in the program were all African…

Provides background on cuing systems that children use in reading. Suggestions for parents on helping children learn to read are offered; the importance of reading to children is emphasized. Several resources for parents are recommended. (Four references) (MES)

Suggests that illustrations can serve as invitations to enjoy and to ponder the images in poetry. Notes that, when poetry is read aloud to children, they should also have the opportunity to view and discuss the accompanying illustrations. Discusses how a variety of poetry books for children incorporate illustrations. (RS)

Offers brief descriptions of 34 children's books that are excellent for reading aloud: some of them for inviting interaction, for laughing out loud, for prompting discussion, for living vicariously, for lingering over language, and for making curricular connections. (SR)