Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL)

Examines trends in crude and functional literacy rates and the purposes of literacy throughout American history. Discusses the implications of this history on the current and future state of literacy. (HTH)

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Explores aesthetic responses to literature by examining the responses of fifth graders to a variety of books and films. Finds three main characteristics of students' responses: picturing a story in their minds; extending a story or hypothesize about it while reading; and relating associations and feelings evoked while reading and responding.…

Notes that finding time for skills instruction without replacing literature discussion and writers' workshop requires a strong organizational framework for literacy instruction. Suggests that teachers need principled, conceptual frameworks to guide their thoughts and actions. Describes a framework, Book Club Plus, designed by a practitioner…

The struggles of children when faced with reading books written in either a second language or unrelated matter, is described through an example of a eight year old girl, Kelly, who previously loved books but later came to dislike it. The tool ethnography is used to critically examine her behavior and struggles in reading.

Teachers can share the wealth of literature through the art of storytelling.

Contemporary music provides an exciting, inexpensive source of reading material for teaching basic reading skills. (JH)

The main factor in reading instruction is the teacher. (JH)

Looks at the history of discussions on what skills are and whether and when skills should be taught. Examines current discussions about these issues. Argues that the conceptual and political polarization often present in these discussions do nothing to advance knowledge or make literacy instruction better for children. (MG)

The needs, values and interests of the adolescent should be understood and taken into account when a middle school reading program is being planned.

Exercises integrating mathematical concepts and reading are explained.

Supports the argument that reading and writing ought to be taught together "so closely that students can't tell where one leaves off and the other begins" and seeks to persuade the reluctant teacher by (1) giving reasons for interweaving composition and literature seamlessly, and (2) outlining one procedure for doing so. (NH)

Discusses the insights into learning to read derived from studying a foreign language later in life. Compares some phenomena of foreign language learning to similar reading phenomena observed in primary grade classrooms. (HTH)

Reviews several studies from the ERIC system that deal with the relationship between listening and reading skills and suggests resources for teaching listening skills. (GT)