Responds to an article ("On Balanced Reading") in the December 1998/January 1999 issue of this journal. Argues for a closer look and more evidence before committing to "balanced" models of literacy education. Discusses criticisms of Reading Recovery programs. (SR)

Describes efforts to promote the desire to read and the availability of materials for Nigerians who have already been introduced to reading. (FL)

Points out some recurring ideas about the use of children's literature in the elementary reading program based on a review of 25 years of "The Reading Teacher." (FL)

Replies to an article in this issue that responded to an earlier article ("On Balanced Reading") by this author. Argues that Welna's unbalanced coverage of research and critique is the very fuel that continues the Reading Wars. Argues that a study of past and present research can lead the profession to common ground. (SR)

Suggests that using creative dramatics in the classroom reading program can benefit children by improving their reading skills and self-concepts while allowing them to enjoy school and reading. Explains how to create such a program. (FL)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Reviews a number of beginning reading materials that can be used in improving children's reading skills in a variety of content areas. (FL)

Explores what purposes literature circles serve for students and why they are positive components of literacy instruction. Discusses why literature circles are important, group size, texts to use, how students prepare for literature circles, and how to make adjustments for struggling readers. Includes a 13-item list of resources. (SR)

Concludes that poor readers benefit from a cooperative strategy that gives them practice toward fluency in a supportive situation. Explains how repeated reading works and offers a strategy for using it. (FL)

Offers suggestions for use by parents and teachers to encourage children to read for pleasure. (FL)

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)

Describes a contest in which students competed for book prizes. (FL)

Notes that recent research shows the significance of ownership of the writing process and explains how teachers can help students own the reading experience as well. (FL)

Describes a British technique called paired reading that shows parents how to tutor their children in reading. (FL)

Responds to an article in the April 1998 issue of this journal. Shares evidence about the effectiveness of peer tutoring. Discusses literacy tutoring of K-3 emergent readers by volunteers. Explains why tutoring is not teaching, and offers a model for successful tutoring practices. (SR)