Describes the development of one child's awareness of print and the stages he passed through while learning to read from birth to age two. (FL)

Presents the psycholinguistic view of reading, which holds that the reader uses his/her prior knowledge of language, facts, and concepts to process language nad comprehend meaning. (FL)

Indicates that theoretical models describing the flow of information when reading takes place can be categorized as outside-in or as inside-out; suggests that the latter fit the evidence of reading research better. Supports the idea that practice should flow from theory. (TJ)

The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. (Author)

Presents interviews of six prominent researchers (Ira Aaron, Harold Herber, Wayne Otto, Robert Ruddell, Roselmina Indrisano, and Olive Niles), which focused on the dynamics constituting effective staff development experiences. (HOD)

Considers teachers' uncertainties about approaches to teaching fiction, and suggests one practical beginning for a coordinated program. (AA)

Analyzes two important characteristics of a traditional reading environment: the amount of time the student focuses on written text during the school day, and the degree of continuity or consistency in the reading instruction the student receives. (DD)

Responds to an earlier essay that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, clarifying: the origins of the alphabet, the "flimsy" nature of the alphabetic principle, and the implications of both for teaching reading. After examining the origins of written…

Responds to a critique of an earlier article on alphabetic writing that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, suggesting that the critique actually supports the original article's position, and nothing in the critique justifies its conclusion that children need…

Presents an interview with Nell K. Duke, an assistant professor of teacher education and learning, technology, and culture at Michigan State University. Notes that she was a principal investigator with the Center for the Improvement of Early Reading Achievement (CIERA). Recommends strategies when engaging students with informational texts. (SG)

Explores the relationship among listening and pedagogy and the multi-layered aspect of pedagogy. Proposes that pedagogical relationships depend on stopping to listen. Concludes that educators should welcome children by allowing for conversations which respect others' truths. (PM)

Discusses the use of electronic glossaries in learning second language vocabulary. Examines important technological and pedagogical factors that should be considered to fully exploit the potential of an electronic glossary. (Author/VWL)

Describes Ashley Bryan who is a scholar, a storyteller, a poet, an artist, an illustrator, a folklorist, and a humanitarian. Examines the layers of his work one at a time in order to hear the story of Ashley Bryan--through his own words and what others have written about him. (SG)

Unfortunately for students, school reading has become an institution-- a powerful, organized machine that dooms the whole educational enterprise to mediocrity. This article presents 31 grievances against the present system and advocates replacing the vacuous, contrived subject called reading with the teaching of genuine subjects. (MLH)

Suggests that educators help students see their literacies as grounded in situation and community. Argues that high schools should provide a multitude of situational contexts for literacy-learning experiences beyond the general academic community. Draws on genre theory to offer five general suggestions for improving the teaching and learning of…