Explains that shared reading uses a familiar text to help children engage in the act of reading even before they can independently decode words. Describes how it works in a kindergarten classroom within a balanced literacy curriculum and the teacher's role in its effective use. (PA)

Describes several instructional strategies that were used in an earlier research study for moving children into successful fingerpoint-reading and beyond within the setting of a Shared Book Experience. Reports some additional data supporting the use of these strategies. (RS)

Supports the view that in testing phonics knowledge, it is important to use non-sense syllables. (RB)

Reviews research dealing with language acquisition to show that there are developmental trends in the acquisition of syntax. (FL)

Illustrates how it is possible for teachers to prepare children for reading without workbooks and formal texts. (FL)

Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Describes strategies for building comprehension and teaching techniques that encourage readers to use their knowledge of language and their experience to make sense of material they are reading. (MKM)

Argues that informing, entertaining, building self-esteem, and assessing reading needs are rational bases for oral reading. Asserts that by adhering to a number of restraints, a classroom community may realize the multiple benefits of oral reading as an instructional and assessment tool. (RS)

Suggests that one way reading teachers can begin to familiarize themselves with content area texts is to create network diagrams or maps of the information. (HOD)