In this article, the authors assist teachers who are working with young students at risk for reading disabilities by helping make sense of the large--but unwieldy--scientific knowledge base. They offer a conceptual framework for thinking about beginning reading instruction and intervention across three dimensions: the "content of instruction"…

Well-chosen and wisely shared literature facilitates transitions and builds bridges in the lives of young children. Literature links are discussed and books are reviewed for infant, toddler, preschool, and primary age children and transitional readers.

Project Early Kindergarten-Early Reading First (PEK-ERF) is a partnership between Saint Paul Public Schools, Wilder Child Development Center, and Bethel University King Family Foundation Child Development Center. The program provides pre-kindergarten education to 3- and 4-year-olds in Saint Paul, and targets those who are low-income, English…

"Houghton Mifflin: Invitations to Literacy," developed by the Houghton Mifflin Company, is an integrated K-8 reading and language arts program. The philosophy behind the program is that literacy instruction should stimulate, teach, and extend the communication and thinking skills that will allow students to become effective readers,…

Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student…

This article describes a questionnaire survey of 747 students enrolled in a graduate school of education, who are currently teachers or prospective teachers. The Literacy Habits Questionnaire, developed by Applegate and Applegate, was administered in September 2006. Findings suggest a high prevalence of aliteracy, the ability to read but a…

Presents a technique for adapting the kinesthetic method for classroom use. (WR)

THIS TWO-VOLUME TEXTBOOK WAS WRITTEN TO OFFER A RAPID BUT THOROUGH INTRODUCTION TO WRITTEN JAPANESE. STUDENTS WHO HAVE ALREADY COMPLETED A BASIC COURSE IN SPOKEN JAPANESE WILL, UPON COMPLETION OF THIS READER, BE ABLE TO READ ORIGINAL JAPANESE BOOKS, MAGAZINES, AND NEWSPAPERS. VOLUME I INCLUDES AN INTRODUCTION OUTLINING THE ORGANIZATION OF THE…

The author presents a basic list of the thirty most frequently used words in children's reading. (MB)

The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)

Compiles vocabulary from the spontaneous speaking vocabulary of children in kindergarten-first grade and from a list of 500 words frequently used in printed American English. (WY)

Presents the 500 words which appeared most frequently in an extensive sampling of third grade materials, drawn from the Word Frequency Book,'' and compares the list to other existing sight word lists. (AN)