Describes the modification in one kindergarten class of Sustained Silent Reading (SSR) to Sustained Loud Reading (SLR). Describes children's excited interactions with and sharing of books. (SR)

Offers guidelines for using literature in the primary classroom. Shares the experiences of first graders with the book "Owl Moon." Notes that it is important to retain the essence of the story--to demonstrate for young readers how readers connect with books. (MG)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

Illustrates the influence that different preschool experiences might have on children's literacy development by describing the literary understandings of three capable children from low-income and language minority families. Notes that the parents were highly supportive and, to varying degrees, provided literary resources for their children at…

Argues that reading for students today is drastically changed from that learned by students of generations past, primarily as a result of mass media and their effects. Shows how reading in a multimedia world is a complex and subtle enterprise. Illustrates the point with a case study of a five-year-old reader. (HB)

Examined whether the teacher-guided and student-independent practice and evaluation tasks recommended in basal teachers' manuals promote the application of two reading comprehension skills (main idea and cause-effect). Findings suggest that recommended basal tasks are not likely to promote the development of these skills. (MM)

Defines phonological awareness and discusses historical and contemporary research findings regarding its relation to early reading. Common misconceptions are addressed, and research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. (Author/CR)

Focuses on the effect of word-recognition instruction on later reading success for all students, particularly students experiencing difficulties with early reading. Instructional principles are offered for teaching essential elements of word recognition: letter-sound correspondence, regular word reading, story reading, irregular word reading, and…

This interview with Dr. Candace Bos, a professor of special education at the University of Arizona, discusses the need for informed, flexible teaching when working with students with learning disabilities, and the importance of addressing phonological awareness, decoding and fluency, comprehension, and content area reading. (CR)

Describes research conducted in New Jersey as part of a five-state research project investigating exemplary first-grade literacy instruction. Observes six teachers' exemplary practices. Discusses interview data, physical environment in the classrooms, types of reading and writing experiences, how skills were taught, taking advantage of teachable…

Explores the linguistic rationale for using children's literature and other authentic texts in literacy instruction. Describes some aspects of one literature-based approach in a field-based preservice teacher-education program. (SR)

Reviews research on high school dropouts and elementary school literacy needs. Looks at elements of successful early-intervention programs (including schools and parents, school structure issues, and promising practices in early reading instruction). Offers recommendations for teacher and administrator preparation and professional development.…

Hypothesizes that developing an understanding of the connections between oral and written language rather than phonemic awareness per se, is essential to learning to read. At the macrolevel this involves an understanding that written words represent words in oral language, and at the microlevel that letters in written words stand for phonemes in…

In the state of Victoria, Australia, a rigorous program to eradicate failure in early literacy is based on expectations of success for all students, detailed records of student needs and progress, extensive teacher training and ongoing support, individualized instruction and active intervention for students who are not making progress, and links…

This article outlines the Schoolwide Reading Improvement Model (SRIM), a model characterized by the strategic integration of research-based practices in assessment, instructional design, and beginning reading instruction. A description of each major stage of the SRIM is provided, along with an example of its application in an Oregon school…