Research shows that middle school students overwhelmingly cite three characteristics that they like in books they read: (1) humor; (2) mystery and suspense; and (3) reality (true stories about real people). Matching students with appropriate books helps turn students "on" to reading, and it is this "electric" reading that…

This paper defines an already existing body of literature in trade books whose intrinsic characteristics provide a superstructure of support that make it particularly attractive to readers engaged in ongoing growth beyond beginning or emergent reading who, for whatever reason, cannot be considered mature or independent enough readers to engage…

There are two disconcerting aspects of the research studies selected and discussed in the publication "Becoming a Nation of Readers: The Report of the Commission on Reading" (1985). One is the kinds of reading materials that were designated as sources for meeting the various functions of reading; the other is the omission of the role of…

The purpose of this paper is to make classroom teachers on all educational levels aware of the limitations of readability formulas and the factors affecting readability that are not accounted for by the readability formulas. delineated in discussions of readability formula assumptions, problems, and limitations. Some of the specific factors that…

Discusses the U.S. Department of Education's publication "What Works: Research About Teaching and Learning," focusing on those sections that are most pertinent to the goals and methods of social studies teachers. Reviews and draws implications from its suggestions for improving education at the levels of home, classroom, and school. (AEM)

Discusses several incidents of censorship involving adolescent literature at the publisher level, school level, and teacher level. Suggests ways for educators to combat censorship in these areas. (MM)

Two "sacred cows" inherent in reading instruction for disabled readers are rejected: Disabled readers must be taught with simple reading materials, and most teaching time must be spent on reading skills. Two case studies illustrate the teaching of decoding skills and "dyad reading" of books selected by the disabled reader.…

Discusses informational books for children, how they have improved, and how to teach children to select the book best suited to their purpose and gather pertinent information from it. Notes that well-designed books have an attractive format, adequate white space and margins, and thoughtful placement of illustrations and text. (SRT)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)

Describes observations of recreational reading material selection by kindergarten and first-grade boys and girls. Discussion covers gender-related preferences in choices of recreational library materials, fiction and non-fiction choices, flexibility in reading choices, and gender roles. Observations made in 1983 and 1984 are appended. Five sources…

Advocates the use of classical mythology in contemporary classrooms because mythology features heroes or heroines that may serve as role models. (DF)

Whitehead disputes the interpretation given his work in an article written by Roger Knight. (DF)

Recommends that English classes require more reading, especially more reading of works in modern English reflecting cultural diversity, to promote high school students' cultural literacy. (MM)

This collection of essays grew out of the "Reading Stephen King Conference" held at the University of Maine in 1996. Stephen King's books have become a lightning rod for the tensions around issues of including "mass market" popular literature in middle and high school English classes and of who chooses what students read.…

Answers teachers' questions about using children's literature and young adult literature with adult students. Offers suggestions for using these books in the classrooms, and for selecting such books. Offers a list of 24 picture books and young adult books useful for adult learners. (SR)