Despite efforts toward literacy reform, reading growth commonly flatlines in the secondary years. In "Literacy Reframed," the authors offer a game-changing new way to think about--and teach--literacy at all levels. You will gain a dynamic path forward for creating classrooms that fully support students on their literacy journeys and…

Based on more than twenty years' experience working to get boys interested in reading, the author now offers his first readers' advisory volume. With an emphasis on nonfiction and the boy-friendly categories of genre fiction, the work offers a wealth of material including: (1) Suggestions for how to booktalk one-on-one as well as in large groups;…

Describes and reproduces a public-domain instrument that would help in quantitative group surveys and enable teachers to estimate reading attitude levels efficiently and reliably. Presents the instrument along with a discussion of its development and suggestions for its use. (MG)

Urges library media specialists to broaden their vision to include resource-based teaching and information literacy in their daily regimen. Discusses the role of library media centers in developing positive reading attitudes in students. Bases the discussion on the work of Stephen Krashen. (RS)

Simultaneous presentation of a picture book and a sign language interpreter on split screen television allows hearing impaired children learn from oral storytelling experiences. (CL)

Examines children's awareness of influence of stories by discussing part of data from a two-year study that investigated the question: How is the reading and writing of children aged 6-12 years affected by previous textual experiences? Reports responses of grade 6 students who were asked whether they think of stories they have read when writing…

The publication of the "Report Card on Basal Readers" has generated a wide range of reactions and this first document issued in the ARENA series focuses on two of these reactions. The two reactions articulated in this debate represent opposite responses to the "Report." The first section, by Constance Weaver, examines first the philosophy implicit…

Suggestions for creating a home environment favorable for building positive reading habits are presented. (MT)

Special education teachers should demonstrate to their students that reading and writing are purposeful and enjoyable activities. Physical environment, assignments, and teacher behavior all demonstrate attitudes about literacy. (CL)

Tutoring teenagers is as much about building self confidence as teaching skills. This paper states that teenagers who have disengaged from reading probably had difficulty learning to read in the primary grades. According to most research, at this critical age, they missed the pleasure of getting lost in a story or discovering new information in…

Considers how children with special needs and their less challenged peers both deserve equity and equality of educational opportunities that promote the lifetime reading habit. Suggests that a strong commitment is needed from teachers and administrators, whose collective energy is aimed at determining children's attitude toward reading and helping…

Presents affective and cognitive factors impacting student reading attitudes for teachers and principals. Delineates specific elements affecting reading attitudes and consequent reading performance. Presents 10 specific suggestions to promote positive reading attitudes. (SG)

Literature can be used effectively in working with remedial readers to develop their vocabulary and comprehension skills. Three areas need to be addressed when working with remedial readers: (1) the concept of "reading" is usually underdeveloped with remedial students; (2) many remedial students have lowered self-concepts; and (3) many…

Describes how the district committee of the West Des Moines Schools (Iowa) changed its reading program. Explains how the role of a basal was redefined, how trade books were incorporated, how the program encouraged independent reading, and how writing was given a major role in reading class. (JK)

Describes three reading modeling techniques for use with exceptional learners: (1) repeated readings (students reread a short, meaningful passage several times until satisfactory fluency is reached); (2) neurological impress (the child and adult model read aloud, simultaneously); and (3) imitative or echoic methods (the child repeats phrases or…