A disproportionate emphasis on mechanics impairs students' reading by detracting from the focus they should have on making sense of the world. (DD)

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Discusses research supporting the connections between (1) early reading proficiency and listening to literature at a young age and (2) the nature of children's interactions with books before they read and later reading achievement. Indicates that story telling in the classroom represents a critical link between literature and literacy. (JD)

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)