Four contributors offer tips on (1) creating an elementary school newspaper, (2) reading aloud to children, (3) using the newspaper in the classroom, and (4) using a multisensory approach to teach reading disabled students. (FL)

Suggests areas of future research for oral interpretation scholars: (1) the effects of performance on classroom audience and performers, (2) performance in nonacademic contexts, (3) the functions of nondramatic performance, and (4) the history of performed literature. (PD)

A review of the literature and research studies supports the psycholinguistic position regarding the acquisition of reading skills in that a positive correlation exists between the act of reading to children and their eventual reading achievements. (JN)

Discusses why the shared book experience with poetry is an important part of the reading program in a second-grade classroom. Outlines reasons for using poetry; discusses what to do in the classroom in using poetry to develop reading skill and fluency; and describes where the shared book experience with poetry fits into a reading program. (SR)

Presents an informal dialogue on teaching poetry in diverse settings. Shares teachers' success stories in teaching poetry. Notes basic principles--students must write poetry, hear poetry read aloud, and be aware of how people of other cultures express their feelings. (RS)

Discusses the benefits of listening to literature; the benefits of listening to literature beyond the primary years at both school and home; potential audiences for audiobooks; selection considerations; and utilization of audiotapes. (RS)

Videotapes 96 middle-income parent-child dyads as they shared an unfamiliar book together. Suggests that parents' utterances varied in systematic ways and that the predominant pattern within this sample was one of limited numbers of extratextual utterances during the sharing of an unfamiliar book. Notes that these findings have implications for…

Explores whether either of two sorts of individual work with parents in reading expository texts to their third-grade children would help children's understanding of new texts. Suggests that work with parents which specified how to highlight main ideas and details had moderately positive effects, while nonspecific work with parents had no similar…

Presents a read-aloud from Gustave Flaubert's "Madame Bovary." Discusses briefly the novel and the selection, and then describes specific activities for English and for language arts instruction. (SR)

Fathers Reading Every Day is a 4-week extension program in Texas in which fathers spend 15-30 minutes per day reading to their children to stimulate early literacy development. Modifications for fathers who were physically absent included reading over the phone, recording on audio or videotapes, and using other male role models. (SK)

Suggests that when teachers read to students they enhance students' understanding and their inclination to read independently. Considers how teachers in intermediate grades can use read-alouds more strategically and deliberately to promote thoughtful reading and content learning. (SG)

Notes that reading aloud motivates young children to want to learn to read, and nurtures language development, concepts of print, comprehension, understanding of story structure, literary development, and real world knowledge. Contends that picture books may be one of the best read-aloud resources for teachers of all ages. Presents annotations of…

Used qualitative methods to investigate ways children's books were shared in context of daily family life and how 12 young children responded to books. Found that multiple books were shared regularly on a daily basis, particularly at naptime and bedtime, to entertain, explain events, and extend enjoyment. Children's response categories included…

Compares storytelling and story reading in a study of how children and the adult teller/reader interact. Finds that collaboration between storyteller and listener does not manifest itself as readily as between reader and listener. Finds that most of the children prefer teachers to read rather than tell stories. (MG)

Argues that "text rendering"--responding to oral readings by saying back remembered words or phrases--forces students to prolong their initial responses to texts and opens initial response to the influence of other readers. Argues that silence following oral readings allows words to sink into students' minds, creating individual images…