Draws a suggested framework for beginning reading instruction from psycholinguistic insights into the reading process. (DD)

The round robin reading circle is perhaps one of the most abused aspects of the total reading program. (JH)

Reviews instructional materials and teaching guides for reading and comprehension. (HTH)

Explores the possibilities for adapting the basal reader to the particular needs of the student or classroom as opposed to strict page by page study. (HTH)

Discusses problems with oral reading, recommends standards to guide the selection of oral reading materials, and suggests nine directions to children to guide their rehearsal for oral reading. (DD)

A fictional account used to demonstrate the importance of making reading interesting and meaningful to children. (DD)

Describes the method used by one teacher in teaching reading in an open education setting. (DD)

Provides a nine-item annotated bibliography of publications in the ERIC database related to literature and the language arts. Offers useful resources that satisfy a variety of professional needs. (MG)

Describes a teacher who explores her passion for critical literacy by challenging students of privilege to name their identities and disrupt the familiar. Creates a classroom founded on the philosophy that every student needs and deserves to be exposed to critical literacy--reading literature and their own lives with an awareness of systems of…

Discusses four books that carry out the theme of critical literacy and social justice. Notes that three of the four are edited collections and represent many voices. (SG)

Features 20 outstanding books published in 2000 and selected by the 2001 Orbis Pictus Award Committee. Presents books focusing on trailblazers, exhibiting outstanding human achievement; views from the artistic world; views from the scientific world; and views from the historic world. (SG)

The manner in which Marco, one of the less proficient readers in his class, is profoundly influenced by opportunities to observe and interact with other readers and writers is discussed. Marco's story illustrates the importance of close observation of learners as teacher researchers come to understand young readers.

This study describes one kindergarten classroom in which informational books and other nonfiction resources were used in the context of a long-term scientific study. Children became proficient in locating information and interpreting content-specific textual features in the process of making sense of their scientific observations and sharing them…

Describes the learning characteristics of educable mentally retarded children and points out advantages and disadvantages of various approaches to teaching them to read. (DD)