Explains that if the ability to read in the fullest sense can be fostered from infancy in and out of school, children will grow to be the highly literate society of tomorrow. (DF)

Relates the belief that "shared reading" using big books will provide children with a meaningful introductin to reading. (DF)

Discusses advantages--and a few disadvantages--of using social sight words (such as "sale,""stop," and "exit") in introducing young children to reading; suggests learning activities involving such words. (GT)

Describes two models of childrens' literacy acquisition developed by research psychologists. Argues that these models make practical sense by embodying within them the notion that children use a combination of top-down and bottom-up processes to solve the problems of how to read. (RS)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)