Emphasizes the importance of teachers making a year-long plan of what they want to accomplish during the school year, as well making sure that their classroom schedule allows for large blocks of reading and writing time for the students. (MDM)

Discusses two questions concerning entering first graders' abilities in language awareness: what are the connections from skills knowledge to beginning reading for these children; and what additional skills or experiences are needed that will help these children move toward reading on their own? (NH)

Establishes the logical validity of instructional activities for teaching reading evaluatively. Supports the view that the 20 characteristics of literate students who read evaluatively were translated into valid instructional activities by experienced classroom teachers. (HB)

Considers the difficulties inherent in developing a system of assessment through examination of student learning in Great Britain's A-level English literature instruction. Outlines the process of developing such a system as undertaken by the two appointed cochief examiners in 1986. (HB)

Describes program alternatives in science for students with learning disabilities and their implications for reading and writing. Reviews opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to read-dependent science programs. Presents an…

Presents a literacy intervention program driven by an affective component which addresses the emotional and social needs of children exhibiting difficulty acquiring literacy skills. Notes that Affective Literacy Instruction (AFLIT) is based upon the premise that many children who have experienced failure are very likely to also experience a…

Articulates key changes occurring around information literacy and raises issues just recently considered such as: what libraries will become; what students need to learn about navigating the new library space; how the role of the librarian is changing; and what these new roles and capacities imply for the relation between teacher and librarian and…

Reflects on the value of supplementing the reading of print fiction with the viewing of film and video in the English curriculum. Discusses intertextuality, media convergence, and multiliteracies. Notes use of the film "The Matrix" to bridge popular and classroom cultures. Explores the use of popular cultural texts in the contemporary…

Proposes a model for scaffolding the integration of technology by teacher educators within Reading Education. Presents a model that is based on the three levels of technology use in teacher education described in "Teachers and Technology: Making the Connection," a report published by Office of Technology Assessment. (SG)

Discusses the kinds of texts that are appropriate for students at various stages of their reading development and shares criteria for determining the difficulty levels of early reading materials. Lists five general considerations: vocabulary, size and layout of print, predictability, illustration support, and complexity of concepts. (SG)

Focuses on the use of music as instructional material in early literacy instruction. Uses specific examples of music to highlight concepts of print, a sense of story and sequence, phonemic awareness and phonics, background knowledge and vocabulary, basic spelling patterns, and early writing activities. Concludes with an invitation for…

This article briefly reviews the research on classwide peer tutoring and presents guidelines for implementing peer tutoring in classes that include students with disabilities. It discusses preparation of materials, assigning students to pairs, student training, and classroom implementation. Specific application to reading instruction is made.…

"No Child Left Behind" ("NCLB") requires that parents receive certain information about their child's education, as well as the overall performance of the child's school on state tests in reading, math and science. "NCLB" gives funding for early childhood learning; allows for more spending on each student, especially disadvantaged students; and,…

This information sheet (the third in a new government series published for teachers, parents, and others interested in current education themes) offers a brief overview of Reading Recovery, an early intervention program to help low-achieving 6-year-olds learn to read. The information sheet discusses what Reading Recovery is, what its components…

Parents, teachers, and other caregivers need to be aware of certain fundamental concepts to protect children from assault, abuse, and neglect. Among other things, children need: to understand what being a "stranger" means; to have sources of self-esteem (that thrive when children are loved unconditionally); to have good communication…