Explores professional educators' responses to the research contributions of cognitive psychologists, psycholinguists, and educational psychologists in the area of reading comprehension. Some of the contributions discussed are schema theory, readability, anaphoric devices, and questioning. (HTH)

Discusses the measurable benefits in reading improvement, language skills, listening skills, and access to material beyond present skills that children receive from teachers reading aloud. Includes guidelines for successfully reading aloud in the classroom and a brief bibliography of sources of good books to read aloud. (HTH)

A restatement of the theory of reading developed by the author over the years, a defense of a whole-language comprehension-centered approach to teaching, and an attack on the back-to-basics movement. (DD)

Examines three previously published articles which call for compromise in the debate over reading instruction. Argues that the articles are misleading and have the potential to create fear of whole language and anti-whole language sentiment. Shows how the writers portray themselves as concerned educators grounded in "true science," and…

Describes an analogy approach to word identification which was used for two years in a resource room. Concludes with an adaptation of the compare/contrast approach for teaching decoding to other children who do not exhibit reading problems. (MG)

Describes how art became a central part of a South Texas teacher's language arts curriculum and how such an approach improved children's reading and writing test scores despite (actually because of) the fact that she refused to drill children for the test. (RS)

Takes readers to a second grade classroom to see how children's meanings of a story grow as they engage in a variety of related activities. Discusses how the meaning of a story grows to become multifaceted as children use the story for different personal and social purposes in the classroom. (MG)

Reports on research that investigated students' perceptions of the purpose of certain whole-language strategy lessons. Concludes that, even in whole-language lessons, authenticity may be missing. Helps educators think more deeply about what literacy lessons should be like for students and how instruction can help develop students' strategies while…

Calls for resolution of the ambiguities and contradictions of the language and the practices of whole language. Attempts to elucidate conflicting conceptions and practices among whole-language advocates and thereby make whole language even stronger. (MG)

Describes a first grade beginning literacy program in which the author and the teacher have collaborated to create a balanced approach to instruction. (MG)

Suggests that the essence of whole language is students developing literate voices. Discusses a seven-month partnership in which the authors participated in and reflected on literature discussions with small groups of fourth graders. Explores how literate voices are developed in real classrooms. (RS)

South Carolina Reading Initiative (SCRI), a long-term professional development initiative designed to help teachers investigate research-based literacy practices and helps to build a knowledge base from which to inform instructional decisions. A model that shares stories about literacy coaches as learners and highlight engagements that believe to…

Reading instruction via television has encouraged learning of basic decoding skills.