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The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests

Analyses of data drawn from 2,331 urban and suburban elementary students ages 8 to 12 in Chicago, Houston, Boston, and San Francisco suggest that children who have higher reading levels and greater exposure to current events through communication media (television, newspapers, newsmagazines, discussions) have more knowledge and greater understanding of current events within classrooms, as measured by a 29-item current events knowledge test. Children in lower elementary classrooms (Grades 2 and 3) with the Weekly Reader periodical present appeared to have higher levels of current events knowledge, even after controlling for key classroom variables. The effect of the Weekly Reader is less for children in upper elementary classrooms (Grades 4 through 6) because they tend to receive more current events information from other communication materials.