Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

Reviews four books that deal with reading comprehension, phonics in a whole-language classroom, children's books for mathematics learning, and using nonfiction trade books. (SR)

Suggests methods for teaching gifted children to read that will not bore them or make them repeat skills they have already mastered. (MKM)

Contains contributions dealing with the following: (1) teaching short vowels, diagraphs, and consonant blends; (2) affective planning in reading instruction; (3) phonics; (4) integrating reading and science instruction; (5) vocabulary; (6) story structure in children's book choices; (7) preventing summer reading loss; and (8) writing assignments…

Notes that a major issue in literacy instruction today is whether commercial reading programs emphasizing phonemic awareness and phonics are more effective than teacher-designed programs that focus on literature-based reading and process writing with integrated skill instruction. Reviews two books that address this controversy. Presents seven…

Provides opinions of five eminent educators on a variety of issues in literacy education including phonics, emergent literacy, reading and writing relationships, whole language, and defining literacy. (MG)

Concludes that three experimental programs were more effective than traditional approaches in beginning reading instruction: (1) a literature program using special decoding strategies, (2) a literature program not using the special strategies, and (3) a traditional basal approach using the special decoding strategies. (FL)