In this review the authors considered all the documents pertaining to the teaching of reading in Botswana primary schools from independence to the present. The purpose was to get the big picture with regard to the status of reading education. The results are reported in four categories: (1) Reading in the Classroom; (2) Reading and Policy; (3)…

Recent consensus documents are reviewed to define research-based practices in early reading instruction. Examples of professional development that incorporates research-based practices are provided, with particular reference to the Texas Reading Initiative and the authors research project in Houston and in Washington, DC. Data relating gains in…

Reviews information from documents in the ERIC system that deal with such matters as whether preschool children should be taught to read and, if so, whether instruction should be formal or informal. (DD)

Discusses research on early reading as it relates to the phonics versus "look and say" controversy. Considers the courses of action available to parents and teachers which take the findings into account. (RJC)

Links current research on effective reading instruction with current theory and research on school governance and reform, beginning with an overview of historical approaches to reading curriculum and instruction and presenting current research on effective early literacy practices for K-3 students. Concludes with a discussion about school…

This article reviews the literature and practice (especially in New Mexico) concerning reading instruction of gifted children. It considers early or "precocious" reading, instruction in the early grades, and identification of the gifted in New Mexico. Reading teachers in New Mexico are urged to be aware of specific conflicts in the area…

Examines the history of preschool reading instruction, what researchers recommend, and what is actually happening in preschools, then asks whether reading should be taught to young children. (FL)

Presents the ideas of three people highly visible in the field of reading, each of whom holds different views about reading and reading instruction, in an effort to help teachers clarify their own thoughts. (FL)

Examines studies on the nature and function of literacy activities at home, identifying barriers contributing to the separation of home and school, particularly for children from diverse socioeconomic backgrounds (e.g., different literacy practices and discourse patterns). Ways to facilitate home-school connections are presented. Studies conducted…

This discussion reviews literature on early bilingualism and early reading in two languages and summarizes a research project aimed at developing the experimental conditions for teaching early bilingual reading in institutional settings. The review notes positive effects of early reading generally and of early bilingual literacy on intellectual…

Examines current research concerning various instructional approaches for introducing print related concepts to preschool children. Discusses the nature of preschool literacy skills in light of research findings. Concludes that a whole language approach enhances initial print concepts and develops analytical reading related skills. (MM)

This paper explores reading for pleasure, its importance, and its impact on literacy attainment and other outcomes and reviews much of the research on the importance of reading for pleasure. A debate has been rife in the UK over the past few years as to how best to teach children to read, which culminated in an "Independent Review of the…

Discusses factors that foster the development of young voluntary readers. Reviews studies that describe home and school characteristics that encourage voluntary reading and stresses the importance of providing young students with a rich literary environment in the classroom. (FL)

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)