Vocabulary learning is an essential component of early literacy instruction. However, choosing appropriate words for instruction can be a challenge, with many resources encouraging the instruction of words that are either too easy or too obscure. This article, based on a systematic review of vocabulary interventions, presents research-based…

Activities that teach PreK-1 students the six components of emergent literacy and beginning reading and word study are presented for classroom settings. These activities are adaptable developmentally and they highlight four important aspects of teaching phonics, spelling and word knowledge that are often overlooked: the rhythm of literacy, Concept…

Music experience during early childhood can promote language and literacy skills, particularly phonological awareness, vocabulary, and turntaking and self-regulation skills useful for communication more broadly. Incorporating music activities into the early childhood classroom can be particularly useful for Dual Language Learners' (DLLs) language…

Vocabulary development is critical for children's ability to learn to read and their success at school. Vocabulary has also been identified as a key factor in the achievement gap, with children from low-income families knowing significantly fewer words when they enter school. Although book reading has long been celebrated as an effective way for…

This article draws on research from literacy and special education, as well as insights from autobiographies and memoirs authored by people on the autism spectrum, to argue that all students, including those without disability labels, benefit when students within the autism spectrum are included in classrooms with their same-age peers. An overview…

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Notes continuing concern over the lack of professional reading among many classroom teachers. Reviews recent articles suggesting problem areas for literature-based movements. (SR)

Presents the 1998 position statement regarding early literacy development formulated by the International Reading Association and the National Association for the Education of Young Children. Outlines issues and reviews research. Offers a set of principles and recommendations for teaching practices and public policy. Includes a continuum of…

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Suggests ways teachers can use literature with moral themes and reviews the findings of research dealing with moral judgment and development. (DD)

Reviews research indicating that presenting vocabulary in semantically related clusters may improve students' vocabulary knowledge and reading comprehension. Describes how words from elementary school textbooks were divided into semantic clusters and makes suggestions for their use. (FL)

Reviews several studies showing that learning to type enhances children's language arts skills. Describes a program that successfully taught typing to elementary school children. (FL)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)