Reading comprehension requires thoughtful interactions between the reader, the text, and the author. The author may assist the reader in building meaning by creating purposefully crafted conversations that are organized into predictable patterns also known as patterned books. In this article, three predictable patterns found within children's text…

Hands-on explorations can be extended through interactions with informational texts, enhancing both science learning and literacy development. In this article, the author describes a primary-grade science activity that begins with students examining pine cones and sharing their experiences and observations with peers. The students then generate…

Investigates two types of texts (a reading scheme book and a children's literature text) to see how the reader is constructed by the text, and what kind of reading support is offered. Finds that the literary text offers more reading support than the supposedly carefully constructed reading scheme book, which constructs a passive reader to whom…

Discusses issues surrounding virtual reality and "virtual books." Suggests that those who are exploring the territory of virtual realities are already helping to expand and enrich expectations and visions for integrating technology into reading and writing. (RS)

Studies by Unsworth and Williams (1988, 1990) compared the textual variation of purpose-written big books with literary texts. Purpose-written big books help children to predict repetitive clauses that realize explicit and simplistic meanings. (Contains six references.) (JP)