The Common Core State Standards bring the importance of connecting texts to the forefront by sharing that students must be able to "analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take" (National Governors Association Center for Best Practices & Council…

Describes the development of one child's awareness of print and the stages he passed through while learning to read from birth to age two. (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 principles for using informational books in kindergarten, principles consistent with the increasing emphasis on content learning in kindergarten and with developmentally appropriate practice. Cites studies that suggest that response to informational text is not beyond the abilities of kindergarten students. (SG)

Discusses the results of research on the effect of readiness training for preschool youngsters. (RB)

As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)

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

Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

A study of four methods of teaching vocabulary--an association method and methods using categories, context, and dictionaries--indicated that the context method was the most successful. (DD)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Argues that a problem with the storage and conduit metaphor lies in its attention to representational knowledge while giving little attention to cognitive knowledge. (JC)

Concludes that direct instruction and practice in following directions increase students' task performance ability and stresses the need to use intrinsically motivating materials in language arts developmental skills programs. Tables and bibliography. (RW)