Reviews 42 studies of computer-assisted instruction published from 1990 to the present, comprising 75 experimental comparisons. The corrected effect size estimate was 0.19. Two variables, effect size at the time of pretesting and language of instruction, accounted for 61% of the variability in effect sizes. Advises caution in interpreting results…

Encourages teachers to model the thinking processes that take place as one begins to read and write. Notes that when a teacher thinks aloud as he or she writes, children can better grasp the inner dialogue that occurs. Explains components of the guided writing process and discusses simple suggestions as well as the benefits for early childhood…

Examines two independent data sets to support argument that although onset-rime sensitivity typically predicts school entrants' later word reading skills, phoneme sensitivity predicts more variation. Maintains that multiple regression analyses do not reveal level of phonological sensitivity needed to understand alphabetic reading instruction and…

Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

Offers some suggestions for articulating curricular objectives and activities based on the theoretical principles underlying emergent literacy. Suggests readings for extending and strengthening the knowledge and understanding needed to foster young children's language and literacy. (MG)

Describes a procedure for providing children with multiple opportunities to recognize high frequency words in dependable musical contexts. Contends that music is a potential tool for helping build successful readers. (RS)

Compares basal readers' vocabulary load in the 1960s, 1970s, and 1980s. Finds that the average number of words introduced in books for first grade increased during this time. Recommends that teachers adjust instruction to meet the needs of less able students when using basals with a high vocabulary load. (RS)

Examines the terms "phonemic segmentation" and "phonemic awareness," noting that these areas go beyond older notions of readiness and auditory discrimination. Claims that research in phonemic awareness has important instructional implications. (MM)

Argues that reading research often traces the "first cause" of reading back to the "taxonomic linguistic system," a system discussed in last month's column. Asserts that although many possible first causes exist, the more important issue concerns how to apply these multiple causes in developing an approach to reading…

Explores various ways self-selection (regarding what books to read or whether to read or write) during reading and writing supported six-year-old children's literacy development. (SR)

Uses exploratory data analysis to examine changes in individual reading and spelling patterns during first grade. Notes that subjects received 45 minutes of daily letter-sound instruction. Finds that spelling and reading responses progressed from nonphonetic, to phonetic, to correct. Finds also that those slow to improve in phoneme deletion were…

Mediated and "live" picture books engender different patterns of interaction between reader and child. The reading of a TV picture book is a text, not an interaction centered on a text. Exposure to mediated picture books alone appears to be an inadequate replacement for "live" book reading in the acquisition of literacy. (18 references) (CP)

Describes (1) why environmental print is important to early literacy development; (2) how to design an environmental print program in kindergarten; and (3) the constructive and instructive value of environmental print. Provides practical suggestions for both how to set up a program and how to develop shared involvement with children in an…

Discusses the phenomenon that the definitions recognized for the term "word" is frequently different for teachers and beginning readers. Reviews research exploring the phenomenon. Offers suggestions for classroom activities to resolve this state of cognitive confusion. (RS)

Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)