Notes that research shows that neither grade retention nor social promotion improves educational success. Suggests that familiarity with this research is essential when seeking intervention strategies. Considers how it is possible to strengthen the connection between research and practice by recognizing that educational professionals who know…

Points out that a potentially serious flaw in many school-based programs lies in the fact that these programs are often for rather than by parents. Suggests that parents be included in the conceptualization, planning, and implementation of such programs. (MG)

Examines the problems of using standardized tests to measure the development of early literacy. Notes that assessment is used to design instruction, and should reflect the skills and knowledge that are developing in young children. Provides examples of informal assessment contexts, such as interactive dialogues, observation, and performance…

Presents descriptions of six class activities: students writing in journals at home; a vocabulary development activity; a two-week unit on publishing for first graders; word maps for adjectives and verbs; a program to sensitize fifth graders to the elderly; and sustained silent reading. (RS)

Describes what happened and what was learned when 13 urban elementary school teachers, their principal, and a researcher embarked on a year-long inquiry project that involved meeting as a monthly study group, reading articles, and keeping journals about their teaching. Discusses the contradictions and dilemmas of keeping journals, and rethinks…

Describes some of the activities teacher researchers are doing in their classrooms, focusing on ways they use language, literature, and literacy activities to examine their students' development as well as their own growth. Also outlines ways teachers organize and analyze their observations in an effort to make them somewhat systematic. (HOD)

Explains some of the objectives for a pre-first-grade reading program, describes what children know about oral and written language before they come to school, expresses some professional concerns about pre-first-grade reading programs, and offers recommendations for improvement. (HOD)

Cites authorities in the fields of early childhood education and literacy acquisition to show the need to change the way in which children learn to read and write. (FL)

Provides sources of aid and encouragement for parents of children of all ages who want to help their children develop positive attitudes toward reading and sharpen their reading skills. (FL)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

Describes a summer remedial reading program for first-grade students. Includes discussions of the activities and strategies used to promote comprehension, fluency, and vocabulary development. (FL)

Suggestions from eight contributors include the following: how to use pattern books with beginning readers, how to develop a locally relevant basic sight word list, how to use learning styles in individualizing instruction, and how to personalize handouts. (FL)

Reports on a longitudinal study of Finnish student development in literacy skills, especially reading skills. Notes that children from the rural northern areas gained most in test-intelligence and literacy skills, catching up with their coevals from the southern and urban areas. (RL)

Describes a school district's efforts to make teachers, parents, and students more aware of the importance and fun of reading. (RL)