Notes that a computer equipped with a talking word processor was added to a first grade classroom. Finds that first grade students could successfully use computer technology for literacy support. Notes that this technology enables students to independently read words beyond their normal reading ability and to stay engaged in the literacy task at…

Notes that incorporating sign language in a diverse curriculum enhances the rate of children's learning, leads to greater motivation for reading, and reaches a broad spectrum of children--some of whom may have had difficulties learning with only visual and auditory approaches. Describes how the author incorporates signing in a kindergarten class.…

Assesses the effects of the Language for Learning (formerly DISTAR) program on the receptive language skills of a general sample of kindergarten children. Indicates that the Language for Learning program produced both statistically and educationally significant effects on the receptive language skills of children. Discusses results, limitations,…

Investigates the effect of middle-ear infections on phonemic awareness on first-grade Bedouin Arab elementary school children in northern Israel. Divides 49 children who were screened according to their infant medical records into two groups: one with repeated middle-ear infection and one without. Indicates a nonsignificant effect of middle-ear…

Notes that the Public Broadcasting System's children's series "Between the Lions" has become a very useful tool in the authors' kindergarten and first-grade classrooms. Describes how their students have enjoyed actively viewing the episodes, reading books that tie into the program, and doing follow-up activities around the themes…

Describes a procedure for providing children with multiple opportunities to recognize high frequency words in dependable musical contexts. Contends that music is a potential tool for helping build successful readers. (RS)

Provides suggestions to teachers planning to implement a whole language program, based on interviews with three whole language teachers. Focuses on support for the whole language program; decisions about curriculum and evaluation; development of vocabulary and comprehension; strengths and weaknesses of the whole language approach; and preparation…

Examines the terms "phonemic segmentation" and "phonemic awareness," noting that these areas go beyond older notions of readiness and auditory discrimination. Claims that research in phonemic awareness has important instructional implications. (MM)

Describes the Reading Recovery program, how children are identified for the program, and program implementation. Discusses questions about, and criticisms of, the program. (RS)

This article describes the Early Literacy Program, an integrated literacy curriculum for special education students designed collaboratively among university and school-based researchers to promote classroom discourse for negotiating and constructing meanings in reading and writing. The program emphasizes holistic and contextualized activities,…

Asserts that wordless picture books offer a valuable but frequently overlooked opportunity to develop literacy competencies in young children. Describes how to use picture books to encourage writing, reading, listening, speaking, and social skills. (PRA)

Describes the problems of a hypothetical disabled reader in terms of his possible lack of phonological awareness. Explains phonological awareness and its subunits with examples. Discusses research that supports the notion that phonological awareness is necessary for reading success, as well as the issue of whether children can be taught…

Discusses text sets as a way of grouping children to teach reading. Discusses what text sets are, why to use them, and how they are used. Suggests five steps for using text sets. Offers a list of six sample text sets of books on six different topics appropriate for use in first grade. (SR)

Examines to what extent negotiation of meaning can be useful in reading instruction in order to make written input comprehensible. Finds that negotiating the meaning of unmodified written input led to higher comprehension than premodifying the same input. Suggests guidelines as to the role teachers should play when input is negotiated in the…

Presents an instructional framework for use with beginning readers that focuses on strategy development and the use of authentic, purposeful materials. Provides a teaching "guide" to help teachers understand the important metacognitive features of the program, but notes that it is up to teachers to plan, teach, and evaluate their students'…