Argues that microcomputer programs in LOGO can support children's development of invented spelling within a language experience approach. Presents protocols of three nursery school children using such programs that show promising growth in their writing and reading skills. (FL)

Reports findings of a study of randomly selected Caldecott Award-winning books, suggesting that they can be used as a powerful resource for stimulating language development. Presents ideas for using the books in the classroom. (FL)

Presents five reading activities: "Building Self-Esteem through Poetry" (Sara Garfield); "Pictures and Poetry" (Stephanie J. Bissell); "Using Caldecott Books" (Merrilyn Bush Norem); "Reading and Writing with Quilting" (Marian Kveton); and "Dramatizations of Fables: Fun for All" (Babette I. King).…

Describes a cross-age tutoring program that provides benefits to both the university student athletes who serve as tutors and the elementary school students with whom they work. Gives reasons for the success of the program, as well as evidence of the success. (MG)

Suggests that Whole Language is not the whole word approach, nor merely teaching skills in context, nor the Language Experience approach, nor a new term for the Open Classroom, but rather a point of view about language, literacy, and content learning. (JC)

Describes how computers, when cast in a holistic framework, can be a natural complement to students' literacy development. Discusses how six teachers use computers in holistic literacy instruction. (MG)

Offers several suggestions for activities to be used with Big Books, including: tracking print, thinking along, cloze activities, and examining text features. (MG)

Continues the chronicle of the development of a young reader. Details his growth in reading and interests in his third year. (FL)

Describes the Reading Recovery program, an early intervention program for first graders with reading difficulties. Describes the program's teaching procedures and research base. Outlines important understandings gained, and takes a look at the program through the eyes of one of the teachers. (MG)

Discusses how teachers can involve parents in reading development by convincing them that they are at the center of their children's educational world. (MG)

Suggests using daily journals to fuse language experience techniques with opportunities for independent writing more characteristic of an emergent literacy perspective. Explains that journals combine group dictation with independent writing to involve children in purposeful literacy activities. (MG)

Discusses four critical areas of instruction (decoding skills, language development/competence, concept/context building, and critical thinking skills/strategies) which can help limited English proficient (LEP) students improve their reading competence. (MM)

Notes that poor readers often equate reading difficulty with failure and exhibit stress reactions, and suggests that teachers take these feelings into account to help with remediation. (JC)