A survey of the literature on children's language and reading, divided into three major areas: the child, the instructional materials, and the teacher. (DD)

Inferential questions were found to elicit longer responses than factual questions, reflecting complexity and the use of higher cognitive processes. (MKM)

Examines basic properties of selected orthographies of various languages and suggests that they play a crucial role in transferring reading ability across languages, especially if the language systems are quite different. (FL)

Reviews significant research into child Black English, describes some of the controversies raised by that research, and offers some implications for teaching suggested by the research. (FL)

Explores the linguistic rationale for using children's literature and other authentic texts in literacy instruction. Describes some aspects of one literature-based approach in a field-based preservice teacher-education program. (SR)

Examines the second-language content published in two journals from 1990 to 2001 and finds an increase in the amount of such material. Presents results from each journal and examines the progressive content. Finds that, overall, both "The Reading Teacher" and "Language Arts" adequately relayed the major second-language literacy research trends.…

Analyzes the order in which selected structures of English are acquired by young speakers of English vs speakers of Cantonese, Spanish, Tagalog, and Ilokano and draws implications for instruction. (MKM)

Basal readers are supposed to be easy for children to read, but sometimes their language is so unnatural that it's more confusing than helpful. (MKM)

Reports the results of a six month qualitative study examining the reading and writing behavior in the natural pretend play of eight children four and five years old. Suggests that literacy is involved in two ways: (1) story making using setting, plot and resolution, and (2) displaying a literacy stance or orientation toward reading and…