Describes Marie Clay's word boxes that help children attend to phonological and orthographic features of words, developing phonemic awareness and improving word recognition and spelling. Describes a study showing that the use of word boxes with several elementary school students with learning disabilities was effective for improving and…

Applies onset-rime theory in a randomized controlled trial to the authentic reading task of reading aloud to an adult. Finds that the rime-prompt method has potential for helping children recognize one- and two-syllable words. Notes that it is suitable for use by parents, teachers, and other helpers. (SG)

Describes how interactive writing is used in one primary classroom, and shows how it provides a means for teachers to engage in effective literacy instruction within the framework of constructing texts filled with personal and collective meaning. Discusses the roots of interactive writing, interactive writing in practice, what interactive writing…

Applies the Canonical Story Grammar Model to a major beginning reader computer series. Analyzes the teaching manual and interviews the series' representative. Finds that the stories did not contain adequate story grammar. Notes weaknesses in the manual analysis and interviews. (RS)

Describes an instructional activity (used with kindergarten students) called "What Can You Show Us?" which embeds phonemic awareness in quality, contextualized reading, and writing activities. (SR)

Using an identify matching-to-sample procedure, three typical prereaders who matched individual letters with high accuracy did not show high accuracy in matching three-letter printed words that differed only in the first letter. Teachers cautioned against assuming the children who can discriminate between individual letters can also discriminate…

Effects of training with 6 students (ages 7-9) with moderate mental retardation were assessed during five conditions. In four conditions, words were presented either alone or with corresponding pictures. In the fifth condition, pictures were used to provide feedback. Acquisition was achieved fastest during the word-alone conditions with 5…

Describes the reading development of two Hispanic children during their first-grade year. Uses a qualitative, "confessional" narrative genre. Portrays their literacy emergence in relation to the teacher's expectations and the classroom balanced reading program. Interprets the children's reading development in light of current controversies in…

Presents three research claims that may have influenced the adoption of rhyme and analogy as part of the National Literacy Strategy. Notes that the three claims are: rhyme awareness is related to reading ability; rhyme awareness affects reading achievement; and rhyme awareness leads to the development of phoneme awareness. Concludes that not one…

Interviews Jean Marzollo about her past, present, and future work in children's literature. Notes that her body of writing (more than 100 books of prose and poetry for young readers) transcends the boundaries of genre and disciplines, and is infused with a strong emphasis on rhyme and rhythm intended to capture the ears and minds of emergent and…

Focuses on the informational alphabet book, sharing ways to incorporate such books into the primary-grade literacy program to expose children to new concepts, new vocabulary, and non-fiction text structures. Offers suggestions for before, during, and after reading activities to support content and literacy development. Provides a 36-item annotated…

Investigates how a select group of New Zealand teachers organize their classrooms for reading instruction to avoid the pitfalls that may be associated with ability grouping and yet meet the needs of students of diverse backgrounds and abilities. Offers 3 fundamental reasons why these groups may provide effective contexts for learning as one part…

Presents a cognitive theory of learning to read and examples of how its theoretical constructs can be measured. Measures of five phonological processing constructs were administered to 161 kindergarten children. Phonological awareness, naming speed, and letter recognition were the most frequent significant predictors of reading achievement in…

A study documented the literacy development of a preschool child with deafness. Findings indicated he went through several levels as he learned to read: focusing on pictures in books, reading familiar words in context, focusing on sign print, relating sign print to written English, and reading written English independently. (Contains references.)…

The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books to children and reinforced vocabulary in the books by presenting objects that represented the words and providing opportunities to use the words. (BF)