Discusses five studies of early reading which suggest that oral language does not necessarily have to precede reading and that if both are learned at the same time they enrich the child's total language base. (DD)

A disproportionate emphasis on mechanics impairs students' reading by detracting from the focus they should have on making sense of the world. (DD)

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Studies of preschool reading are reviewed to determine environmental factors repeatedly associated with early reading. (DD)

Critical lessons that share a transactional view of early literacy development are synthesized. A transactional view of reading and writing means that literacy as a meaning construction process, and that within a given literacy event, both the text and the reader are changed.

Children probably begin to read from the moment they become aware of print, and the roots of reading are discernable whenever children strive to make sense of print. (JH)

Describes a study of early readers to determine the linguistic and social interactions in the homes of early readers that seemed to make a difference in their reading. (HTH)

The importance of parents reading to their preschool age children is stressed.

Discusses research supporting the connections between (1) early reading proficiency and listening to literature at a young age and (2) the nature of children's interactions with books before they read and later reading achievement. Indicates that story telling in the classroom represents a critical link between literature and literacy. (JD)

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)

Examines the responses of preschoolers to a number of print design features in various genres of alphabet picture books. Discusses the authors' personal stance on the language learning and language teaching that occurs during these encounters with alphabet books. Ponders the published criteria presented by children's literature experts for…

Discusses research on home literacy environments, the values of reading aloud, independent reading, literature and writing, and literature in the language arts curriculum. (RS)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)