Reviews several new easy-to-read books for beginning readers. (FL)

Describes how the author was shaped by his reading experiences as a boy and young man. Suggests some of the values literature holds for individuals in various circumstances and urges that teachers work to match books to individual students and their needs and interests. (TJ)

Suggests that librarians have a great deal to offer in the field of adult education given their traditional reader's role and training in information services. Author believes this valuable resource of librarians should be made known to adults and adult educators. (JD)

Discusses many ideas the author has regarding the literature canon including what he thinks should be taught and for what reasons. Makes a case for the classroom contexts that allow students to develop into confident, enthusiastic, and responsible readers of canonical poetry. (SG)

Considers how Jacqueline Woodson has become acclaimed as an outstanding author of children's literature for youths from elementary through high school, even though she began her writing career as an author of short stories for adults. Discusses four of her books. (SG)

Presents a "conversation" with Penny Colman (adapted from her remarks at a panel discussion at a recent convention). Considers that nonfiction is dominated by male writers, especially for young adults and adults, and by true stories that feature boys and men. Discusses her exploration of the world of nonfiction by women. (SG)

Discusses the apprenticeship approach to teaching reading. Finds two useful insights to be drawn from traditional apprenticeship: (1) the movement from observation, through coaching, to practice can act as a model for reading instruction; and (2) the importance of the social context in which learning takes place. (MG)

Suggests that children's literature, adolescent literature, and holdings in the adult section of the library are valuable resources for beginning and intermediate adult readers. Discusses selecting and enjoying children's literature, relevancy issues, real life reading, key to success, cultural sensitivity, and using children's literature with…

Examines ethical problems that face teachers in the selection of literature and the experiences students have with it. Discusses ironic texts about social issues, didactic texts written from a particular cultural perspective, and "representative" texts intended to depict the experiences of a particular group of people. (SR)

Offers guidelines for book selection that reflect an awareness of cultural diversity. Discusses 19 books with accurate and sensitive depictions of Asian Americans. (SR)

Describes the kinds of books that adolescents tend to choose to read on their own, including the influence of series books on the genre. Lists positive and negative aspects of series book publishing. Argues for teachers to stay up to date in adolescent literature. (HB)

Asserts that not all science fiction is great. Discusses ways to tell the difference between the good and the bad. Encourages even those teachers who are most leery of a genre with which they are unfamiliar to jump in and try science fiction as a way of opening up student minds and imaginations. (PRA)

Suggests that storybooks provide a unique tool for engaging students in the active formation of the values of caring and concern and that storybooks have several advantages over nonfiction tradebooks and content area textbooks. Discusses choosing storybooks for science themes, using storybooks to teach science themes, and evaluating storybook use…

Advocates inclusion of Marianne Wiggins' novel "John Dollar" in high school reading lists and literature classes. Notes that the novel is an allegory rich in poetic suggestion, metaphorical language, and symbolic meaning. (RS)

Argues that excerpts from the literary canon and from contemporary nonfiction should be included in secondary education textbooks of the future, contrary to the opinion of militant whole language supporters. (RS)