Describes over 20 picture books that motivate beginning readers to become more proficient at reading and to develop a love of reading. Discusses the role of illustrations in engaging the reader and contributing to story development. Recommends parental assistance to help children enjoy the books' humor and subtitles. (JB)

Summarizes eight documents recently placed in the Educational Resources Information Center (ERIC) database. They cover women and literacy, reading to children, multilingual families, curriculum development, English as a Second Language, volunteers in adult education, reading professionals, and Barbara Bush's efforts to promote national literacy.…

Reviews more than three decades of empirical research pertaining to the hypothesized influence of parent-preschooler reading experiences on the development of language and literacy skills. Discusses implications of the findings for theory and research on literacy acquisition, for educational practice, and for parental guidance. (TJQ)

Argues there is reason for more optimism concerning the effects of reading to preschoolers than suggested by the Scarborough and Dobrich review in this issue (PS522390). Discusses methodological problems in many studies; cites studies indicating direct and indirect links between reading to preschoolers and reading achievement, suggesting that…

Comments on Scarborough and Dobrich review in this issue (PS522390), which found that parents' shared book reading with preschoolers accounts for only 8% of the variance on literacy outcome measures. Addresses the following three points: (1) the merits of further attention to shared book reading; (2) improvements in methodology; and (3) the…

Responds to commentaries (PS522392 and PS522391) on the Scarborough and Dobrich review on the efficacy of reading to preschool children in this issue (PS522390). Provides additional details regarding the computation of average effects and the comparison of effect sizes, and offers additional comments about the contribution of home literacy…

Discussed is the difference between reading fiction and reading science. The importance of reading orally and developing an awareness of text structure are discussed. A checklist and questions for analyzing the language structure of science textbooks are included. (KR)

Describes two early intervention projects used on the Navajo reservation. A Head Start teacher training project uses innovative methods built on the Navajo oral tradition. A parents-as-first-teachers project involves Navajo parents reading culturally relevant material to their children, and children reconstructing the story content. (BC)

Describes an outreach program developed by a public library system for introducing library services to parents of preschool children enrolled in a Head Start center. Topics discussed include the importance of reading to children; sensitivity to bilingual needs; adult literacy needs; sample picture books; and nonprint materials available at the…

Nine brief articles describe components of an intensive literacy program for students who are hearing impaired: reading to children, dialog journals, shared reading and writing, creative writing, independent reading, guided reading and writing, journals and logs in science, language experience, and reading for research. (DB)

Explores the potential of the use of voice-recognition technology with second-language speakers of English. Involves the analysis of the output produced by a small group of very competent second-language subjects reading a text into the voice recognition software Dragon Systems "Dragon NaturallySpeaking." (Author/VWL)

Discusses emergent literacy development, which includes meaningful literacy-related activities involving oral language, reading, and writing. Offers suggestions for fostering children's development in each area, such as the use of picture books and puppets for vocabulary development; reading aloud and discussing children's literature; and…

Summarizes a descriptive naturalistic study of the literary competence of a class of first and second graders as suggested by their responses during read-alouds of picture books. Finds that the children were sophisticated literary critics, and the storybook read-aloud situation was an important site for the development of their literary…

Sixty third-grade English learners received one of three treatments: listening to a story in English with no intervention or explanation, listening to the story with concurrent Spanish translation, or listening to the story with preview of background and review of important points in Spanish. Vocabulary development scores were highest among the…

In the Police Reading Outloud to Educate Children through Stories (PROTECTS) project, officers read aloud to children in an Edmonton inner-city kindergarten during the school year. Participating officers reported a better understanding of urban school life and noted children's more positive image of law enforcement officials. Participating…