Demonstrates the complex social nature of literacy by examining research on the influence of social interactions on reading and writing development. Illustrates these findings with examples from the environment and activities of a kindergarten classroom. (MM)

Contends that, although early precursors to reading and the first phases of reading acquisition have been extensively studied, the acquisition of different components of the reading process have not been considered. Reviews research from the past 15 years to examine the relationship between decoding and comprehension skills. (CFR)

Describes a successful literacy project involving the teacher, parents, and children in one kindergarten class in a small rural community in New South Wales, Australia. Discusses the classroom setting, teacher's approaches and reading style, introduction of a "writing center," parent involvement, role of the school library and librarian,…

To illustrate how participation in interactional sequences affects students socially and academically, the paper describes interaction in a second-grade reading lesson involving worksheet completion. Results suggest that sequential analysis offers the best methodology for observing, and generating warrantable claims about, teachers' and students'…

Discusses the effects of teachers' beliefs and practices on teachers' perceptions of students' abilities and potential for success. Uses the example of a child referred from a traditional kindergarten, where he did poorly, to a whole language child development center, where he excelled. Urges teachers to examine the impact of their beliefs on…

Argues that, although the "at-risk" label when applied to African-American students is often appropriate, assumptions of intellectual deficiency attached to the phrase are mistaken. Socioeconomic factors are more likely determinants of the early reading difficulties encountered disproportionately by these students. Suggests strategies…

Describes Reading Recovery as a school-based prevention strategy to reduce the number of children with reading and writing difficulties. Reports on a study of 83 primary-level students in 12 New Zealand schools. Finds that students participating in Reading Recovery improved reading skills the most. (CFR)

A review of research identified features characteristic of effective reading programs, especially explicit phonics instruction integrated with vocabulary of student reading materials. Analysis of several commercially published first-grade basal reading programs found significant discrepancies between strategies supported by the literature and the…

A study evaluated the effects of supplemental reading instruction for 256 students in kindergarten through Grade 3 (158 Hispanic). Children who received the supplemental reading instruction performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension after 15 to 16…

This study evaluated the effectiveness of a four-step phonological awareness strategy on the reading skills of nine third-grade students with learning disabilities or educable mental retardation. Results indicated students made substantial improvement on measures of blending and segmenting sounds, pronouncing words, auditory discrimination, and…

Used classroom observations and in-depth interviews to study first-grade teachers nominated as outstanding or typical in ability to help students develop literacy skills. Characteristics of teachers whose students demonstrated highest achievement included (1) coherent and thorough integration of skills with high-quality reading/writing…

Describes the implementation and evaluation of a cross-age tutoring program in which 21 struggling seventh-grade readers tutored third-graders, based on strategies and preparation they learned in their own Strategic Reading class. Notes that reading skills and enjoyment of these seventh-grade students were significantly expanded. Discusses factors…

This article describes a teacher-researcher collaboration, "Peer-Assisted Learning Strategies for Kindergartens," or K-PALS, which was the reading readiness program produced by the partnership. The development of K-PALS is discussed, along with research showing that it promotes young children's reading development and fits easily into classrooms.…

A study investigated the effects of a software-based early reading program on the early reading ability of 55 first-graders with disabilities or who had potential for reading failure. Results showed students showed dramatic improvements following the 16-week program, including the skills of phonemic awareness, spelling, and word identification.…

Describes how a beginning teacher learned to teach an African American second grader to read. The narrative unfolds through a longitudinal study of the teacher's learning to teach diverse students. The story illustrates important influences upon her learning to teach and resisting norms that excluded attention to children's diverse needs. (SM)