The single most important task facing elementary school teachers today is teaching students to read by the end of third grade. Learning to read in those formative years is essential to develop the higher order thinking skills demanded in the older grades, when students are reading to learn. Beginning readers must be engaged in highly purposeful…

Meant to guide administrators and teachers as they strive to meet Governor George W. Bush's goal for all students to read on grade level by the end of grade 3, this booklet presents descriptions of components of a research-based beginning reading program. The first section describes 12 essential components of a beginning reading program. In this…

Based on the view that the benefits of reading aloud are not widely recognized or sufficiently promoted, this book explains why reading aloud to young children has a strong emotional and intellectual impact on their ability to read and learn. The book begins with the recollection of how the author became aware of the effects of reading aloud on…

This report is a description and evaluation of two computer-based learning environments, Rappin' Reader and Say Say Oh Playmate, that build upon the lived literacy experiences African-American children bring to classrooms as scaffolds for early literacy instruction. When Rappin' Reader and Say Say Oh Playmate were used with…

This paper provides an overview of Literacy Collaborative, a comprehensive, schoolwide program designed to provide long-term support to schools working toward successful literacy achievement for every child by the end of 2nd grade. There are currently (year 2000) 390 literacy coordinators or trainers serving 372 schools in 25 states. The…

This book addresses questions of how early literacy instruction can meet children's diverse needs and provide essential skills. The focus is on issues of theory and practice for children ages 2 to 8 in prekindergarten through third grade. Each chapter examines and describes practices surrounding a critical issue in early literacy. Chapters in the…

Kindergarten and first grade represent a time of rapid growth and learning for children. During these years, children acquire the reading knowledge and skills that prepare them for future schooling and life. Until recently, little national data have been available on young children's reading skills. The Early Childhood Longitudinal Study,…

In 2001, the American Association of Colleges for Teacher Education Board of Directors created a focus council examine what all preservice teacher candidates need to know about reading. The council soon broadened the scope of its work from reading to literacy, focusing specifically on grades K-4. This paper is the council's report to the Board.…

This is a book about effective elementary literacy instruction, intended for the many constituencies who have a need to know about what works to develop readers in elementary school. It suggests that since the initial publication of this book, the research support for balanced literacy instruction has continued to grow. This revised and updated…

It is imperative that classroom teachers encourage emergent literacy without sacrificing literature or an introduction to some of the basic concepts in the content areas. This annotated bibliography features some examples of titles recommended by "Best Books for Children" which carry content standards recently established by national…

This paper is an annotated bibliography of 16 publications from 1994 through 1997 investigating the influence of CD-ROM technology in reading instruction and language development. Entries are listed alphabetically by author. In addition to full bibliographic information, each entry summarizes the publication in a few paragraphs. (EV)

Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)

Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)

Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)

Supports the theory that poor school achievement by many minority group children is related to the nature of teacher-pupil classroom interaction and describes a new construct, the balance of rights in speaking and turntaking between teacher and students. (AEA)