Young readers depend on adults to provide access to a variety of materials representing diverse perspectives and providing information about topics of interest and importance to them. The decisions of literacy professionals to include or exclude a book from a lesson or a collection have far-reaching implications for the kinds of ideas,…

Perhaps no factor has a greater influence on children's literacy learning than exposure to engaging, authentic, culturally relevant texts. This concise practitioner resource and course text helps K--8 teachers make informed choices about using children's literature in their classrooms, from selecting high-quality texts to planning instruction and…

Gender identity is influenced by a variety of characteristics, including race, social class, sexual orientation, language, and gender. This article explores the importance of critical literacy, critical pedagogy, and the influence on identity development. Furthermore, it seeks to provide practitioners and teacher educators with an understanding of…

Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education…

Two ideas for helping in the selection of school reading materials include an annual Reading Exposition and Materials Fair, and developing a checklist for judging material. A sample checklist is provided. (MD)

To identify reading materials suitable for learning disabled adolescents, teachers should determine areas of student interest, predict the student's reading level, and determine the material's readablity. Then the match between the student and material should be evaluated in terms of reading level, interest, word recognition, and comprehension.…

Components of a checklist for evaluating books for gifted children include critical and developmental skills (vocabulary, critical reading skills, story content); creativity (opportunity for imagination, potential for creative follow-up); comprehension; and application (role models, interest, and relevance). (CL)

This report by the NCTE Committee recommends books for children in three categories--primary, intermediate, and advanced--and includes a short summary of each book. (JL)

Describes the procedure used by the Tulsa, Oklahoma, Public Schools to deal with censorship problems. (JL)

Discusses the merits of adolescent literature and recommends specific book lists compiled by professionals. (MKM)

Suggests 10 questions teachers should ask themselves before buying materials to teach reading skills. (FL)

Offers guidelines for evaluating basal reading series when two series are to be adopted. (HTH)

Argues that the use of microcomputers and prewritten computer programs can save teachers time and effort in calculating the readability levels of written materials. (FL)

Recommends bibliotherapy as a way in which school media specialists can help children become more independent and more socially and emotionally mature. Situations for which bibliotherapy is appropriate and the importance of discussions and other follow-up activities are covered. (8 references) (MES)