Results of a quantitative analysis of empirical evidence related to parent-preschooler reading support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. Book reading apparently affects acquisition of the written language register. (SLD)

Examined the reasons parents read to their children using interviews from 25 Brisbane parents. Reasons given for reading aloud to their children were categorized under the following five main headings: pleasure for the child, functionality, good start at school, closeness, and quiet time. Concludes with a discussion of the practical implications…

Describes a program that encourages the love of reading, and develops the reading skills of early adolescents, preschoolers, and elementary school students. The adolescents read aloud to the younger children from children's books, discuss the readings with the children, and help the children understand the books. (SM)

Considers several topics related to children and reading, including the author's childhood reading experiences, her experiences writing about and teaching children's literature, the effects of television on reading, types of literature-based reading programs, and requirements for a successful reading program. (23 references) (MES)

Briefly reports on five out-of-school-studies and three in-school studies showing the value of free voluntary reading (FVR). The failure of direct reading instruction and its implications for developing reading skills, the components of a free reading program, and the role of writing are discussed. (34 references) (KRN)

Describes Finland's 15-minute method for improving reading skills. Parents are asked to read aloud to their kindergarteners 15 minutes daily, and children are also encouraged to read. Notes are sent between teachers and parents so teachers can provide support. Older students are encouraged to read and listen to younger ones. (SM)

Describes one teacher's experiences with helping seventh graders become lifelong readers. Discusses the importance of reading aloud to students and how reading, listening, and discussing can help improve writing through the use of reading journals. (MG)

Reports on research done in collaboration with classroom teachers in Arab language kindergartens to demonstrate the educational values of storybook reading. (MG)

This article reviews the literature on the role of first-hand experiences, language, reading aloud, and scribbling on the preliteracy development of normal and visually impaired children. It describes a specific program developed by the American Printing House for the Blind which includes a handbook and 27 tactile-visual read-aloud story books.…

A Cambridge, Massachusetts, alternative public school's basic reading program is a rich combination of whole language and individualized phonics. Other strategies to hook kids on reading include 20-minute recreational reading periods with parent volunteers, a weekly book-bag program, reading buddies, special projects, and community helpers from…

Identifies positive outcomes of parental involvement in their children's education. Suggests that, to become involved, parents should: communicate with school professionals; volunteer at school; visit the school; discuss the importance of school with their children; help children develop priorities; provide after-school supervision; establish…

Argues that reading children's picture books to babies is an underestimated resource for addressing parenting skills and developmental issues, for providing emotional attachment and satisfaction, and for promoting basic literacy. The program "Read to Me" is described as an inexpensive, nondidactic and pleasurable intervention model for use with…

The early childhood years are critical for literacy development, and there is evidence that the home environments of young children with delays or disabilities are not as rich in literacy opportunities as those of their typically developing peers. The purpose of this study was to obtain information about how parents of infants and toddlers with…

In this study, the author adapted reciprocal teaching strategies for use with her kindergarten students. Using puppets to help model strategies, she implemented a series of lessons that showed students how to retell, ask questions, and predict what would happen in a story that was read aloud. The purpose was to provide students with comprehension…

This study compared the rates of different types of joint book reading behaviors of parents of preschool children with and without language impairments using two different text genres. Participants included 72 preschool children between the ages of 51 and 70 months. Fifty-five children were typically developing and 17 were diagnosed with language…