Describes a veteran teacher's (the author's) childhood memories of learning to read and of the enduring value of literature. Shares the path she has taken as a first and second grade teacher, and a teacher educator, using quality literature and experiences to lead children to reading and writing. (SR)

Presents a rationale for using the Conceptual Framework of Reading Interview and three kinds of information processing models. Offers a copy of the framework. (FL)

Six contributors suggest ways to (1) improve handwriting, (2) help children choose reading materials, (3) develop sight vocabulary, (4) use phonics with ESL learners, (5) use Uninterrupted Sustained Silent Reading, and (6) teach reading comprehension. (FL)

Details events from the experiences of two young children as they learned written language. Concludes that children need to have a say in why and what they are reading. (FL)

Provides suggestions that teachers can pass on to parents about how computers can be used to provide meaningful early literacy opportunities. Includes seven rules of thumb useful for parents who want information on using computers for educational purposes. (MG)

Describes how a student managed and operated book store put inexpensive, high-quality literature into the hands of students at 61 middle and junior high schools in Indiana. (MG)

Reports on the observation of a group of kindergartners in their classroom library twice a week for eight weeks to learn more about how the nature of the texts--familiarity, predictability, and size--influence the children's use of books. (NH)

A study of third- and fifth-grade students found that monolingual students use different reading strategies than do bilingual students reading in their second language. (FL)

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)

Stresses the importance of reading aloud to children. Notes several keys to the success of reading aloud. Shares success stories from several reading aloud programs. Answers potential objections, from skeptical parents, to reading aloud. (MG)

Looks at the lives of two well-known writers to explore how diverse experiences produce literate adults. Discusses Agatha Christie and Jack London who used reading and writing to earn a living and to gain international reputations. (MG)

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)

Describes how a second-grade inner-city class in California, 80% Spanish-speaking and suffering from a severe lack of books and textbooks, became a class of authors, making books themselves. Relates how their classroom library grew to over 400 books in six weeks, with children becoming avid, passionate readers and writers in the process. (SR)