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The primary focus of this piece is the fundamental need to read to children to set the scene for their literacy development. It is asserted, reading to all children should happen daily for the first three years of their schooling. The reasons for this assertion are explored and explained: a vast vocabulary is gleaned, learned and used; the simple and complex grammar of language is absorbed, understood, and later used correctly; the ideas embedded in every story, every sentence and every phrase become familiar and comfortable; and all these aspects of hearing language lead to a heightened ability to predict what comes next, thereby assisting children to learn to read far more easily, quickly and happily. The secondary focus of the article is an expression of dismay that so many educators regard reading to children as an expendable part of the literacy curriculum. Nothing could be further from the truth.

Discusses a new orthodoxy about to hit the schools in Australia, which sounds like a piece of "nonsensical madness": guided writing. Cautions educators not to be blinded by new orthodoxies. Encourages teachers to keep their perspective when presented with new teaching ideas. (SG)

Discusses external and internal influences, such as pressure from critics and drive for financial reward, which must be eradicated for a writer of children's literature to remain focused on the primary task of writing to entertain, enchant, and inform young readers. (NH)

Discusses how and why the author creates the characters she does and how she consciously takes account of gender issues in doing so. Suggests that both genders have to be allowed to be as real in literature as they are in life. (RS)

Relates anecdotes and vignettes that demonstrate the role of relationships in learning to read. Makes the point that learning to read, and learning to love reading, owe a great deal to the nature of the human relationships that occur around and through books. (SR)

Describes a first-year course in teaching language arts for teacher education students. Shows students and teachers reveling in language and literacy. Describes the tone, attitudes, and methods of the course, which uses language energetically to amuse and enthuse, modelling language as a vital tool employed with power and enjoyment for many different purposes. (SR)

Sexism exists in children's literature. In an era when feminism should have changed people's perspective on gender roles, males are still portrayed as superior than females in children's literature. Females are portrayed as individuals who had things done to them. However, gender stereotypes should notbe allowed to persist especially in children's literature. Writers need not assent to the conventional portrayal of females in fiction. They must present female roles in a different light. In essence, sexism has no place in literature.

Discusses insights the author has gained from various experiences of writing. Brings these insights all together in a way that may point writing curriculum in a new and totally unexpected direction. Contends that the goal of writing curriculum is to have children writing competently, correctly, and effectively. Explains how to make writing matter to students. (PM)

Illustrates how the author's experiences as a child, parent, teacher, storyteller, and woman have influenced both her understanding of the reading process and the way she teaches reading and writing. Claims that each role provides her with different information and a unique perspective. (JD)

Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Explores the nature of the influence upon our lives of the texts we read as children and reflects on the difficulties faced by writers as they attempt to be politically correct. Books by the author, `Wilfrid Gordon McDonald Partridge,' `Possum Magic,' `Night Noises,' `Koala Lou' and `Guess What?'; Importance of awareness of cultural education in children's books.

The article presents a discussion of the author's work as a writer of books for children, adapted from a speech delivered by Mem Fox at BookExpo America on June 1, 2008.