This paper urges primary grade teachers to be certain that pupils are off to a good start in reading. A fundamental goal of beginning reading instruction should be to move each child toward the understanding that readers reconstruct texts by using multiple strategies to interpret the language encoded in print and, at the same time, to make it…

This book is part of a series that helps parents choose books for their children and talk with them about books in ways that actively engage children with the meaning on the printed page. The introduction, "Getting Started," notes that it is important for parents to continue sharing books with their children at this age. The first chapter,…

This paper, two of four on literature and the young child, focuses on two ways the simple act of a parent reading to a child during the early years helps the child grow into a successful reader. The two ways are: reading to the young child helps him or her build a rich vocabulary which in turn will help strengthen his or her memory skills; and…

This paper, three of four on literature and the young child, investigates two more ways that a parent's simple act of reading to a child during his or her early years helps him or her grow into a successful reader, namely: reading to the child will help him or her broaden the range of experiences; and reading to the child will help him or her…

Parents can help foster their children's success as readers by reading to them as much as possible. This paper, four of four on literature and the young child, discusses two ways that parents can help, stating that: reading to the child helps him or her develop and appreciate humor; and reading to the child helps him or her cope with uncomfortable…

Adults judged filtered and unfiltered recordings of teachers reading and telling stories to preschoolers. Discrimination of reading and telling was accurate. A few variables judged instrumental in making the distinction were isolated, such as hesitation or lack of it, and placement of the speaker-tag before or after a quotation. (MSE)

Presents data supporting the belief that reading stories to children is particularly beneficial and explains that hearing stories read aloud familiarizes children with the language of books and with the characteristic narrative structures they will meet in school. (JL)

Illustrates the importance of rereading a story to children several times, enabling them to grasp its significance and meaning. (HTH)

Describes a "read-in" program in which community members read to classes of children, and a project that employs language activities to improve students' self-concepts. (DD)

Discusses ERIC resources that examine the values of reading aloud to children, that outline ways to involve parents in reading to their children, and that suggest specific materials to read aloud. (ET)

Describes research involving a technique for use with poor readers, called "read-along," in which a tutor reads aloud an interesting story with the student required to do no more than follow the line of print and read along with the tutor when possible. (AEA)

Describes how a librarian involved school children in reading poetry to college students in children's literature classes, classes on the teaching of reading, and classes in language arts. (HOD)

Describes a successful event at a San Francisco shopping mall where young children were read to and parents became acquainted with the importance of reading to preschool children and beginning readers. (DD)

Details the external and internal elements of book sharing, activities that could follow, and the essential enrichment possibilities. Mentions specific book titles, activities, and goals to provide a guide for the interested teacher or parent. (FL)

Reports results of a study of the story reading skills employed by television actors, student teachers, and practicing teachers. The results are arranged in the following categories: selection of material, preliminary work, performance, and evaluatory activities. (GT)