Describes Special Parents Are Reading to Kids (SPARK), a program at an elementary school in Clute, Texas, which is a family literacy program for both English-speaking and Spanish-speaking parents, which teaches them how to share books with their children. (SR)

Six deaf mothers were videotaped while reading a book to their deaf or hard-of-hearing children (ages three to five). Analysis revealed six strategies used by mothers, including sign placement, text paired with signed demonstration, real world connection between text and child's experience, attention maintenance, physical demonstrations of…

Discusses the important benefits that accrue when elementary school teachers read to their students. Notes that reading children's literature to and with children encourages them to read on their own, explore new topics, and use the library regularly. (MDM)

The use of small groups and the necessity of teacher flexibility in story reading to groups of children are described. Suggestions are offered for selecting materials, presenting materials, involving the audience, and preparing the setting for the reading. (LB)

Examines the verbal interactions that occur during book reading of mothers and young readers. Finds that, although there were differences in the opportunity for children to engage in deliberate literacy events, the parents were successfully monitoring literacy engagement. (RS)

The frequency and types of questions that 4 hearing mothers used with their deaf daughters (ages 3-4) were examined. Results indicated that these mothers used fewer questions than hearing mothers of hearing children, but the types of questions were similar. Child's mean length of utterance influenced the amount and types of questions mothers used.…

Examines to what extent teacher and parent interaction styles during storybook reading predict emergent reading level. Finds that percentage of teacher high cognitive demand and age parent began reading to their child accounted for 30% of the variability in the emergent reading level. (SR)

Presents a new perspective on helping children promote independent functioning. Suggests a theory of instruction for teachers who wish to develop with their students an understanding and appreciation of the concept of integral setting when reading fiction. (MG)

Describes the modification in one kindergarten class of Sustained Silent Reading (SSR) to Sustained Loud Reading (SLR). Describes children's excited interactions with and sharing of books. (SR)

Explores the interrelationship of learning, language and literature. Suggests assignments that allow students to respond like readers rather than like apprentice critics. Asserts that writing is not merely recording, and reading is not merely decoding. States that confusions about meaning and syntax disappear when writers read their own work…

Considers possible influences of technology on children and children's literature. Topics discussed include the Internet; multimedia picture books; storytelling; and the personal relationship involved when children and adults are reading together that may not be replicated with technology. (LRW)

Reviews 10 studies, comprising 11 samples, of the effects of reading to young children in schools. Ages of the children varied between 31 and 90 months, and dependent variables were classified in two domains: oral language and reading skills. (Author/VWL)

Describes two initiatives of the Pre-College National Missions Programs (PCNMP). One is a workshop for teachers, parents, caregivers, and educators that focuses on important skills for reading to deaf and hard of hearing children using sign language. The second initiative will provide schools and organizations with the essential elements for…

Interviews children's author and illustrator Rosemary Wells. Discusses writing and illustration as a "gift"; writing as a lonely profession; collaborating with others; researching and writing historical fiction; illustrating Mother Goose rhymes; and her recent endeavor to encourage parents to read to their children, called "Read to…

Describes a project in which a school and a public library cooperated to display students' writing throughout the library's children's room. Notes that the fourth- through ninth-grade students ran three of the weekly regular after-school story hours for 5- to 10-year olds. Describes getting ready, parent participation, and the three library…