The authors share findings from a recent study of teens who freely select to read texts typically marginalized by schools (dystopia, vampire, romance, horror, fantasy), revealing the distinct functional and psychological benefits of pleasure reading. The students who participated in the study that the authors report on were eighth graders who…

This article respectfully challenges the metaphor of "open doors as resistance" by reconceptualizing power in the English classroom. It also offers an alternative metaphor -- open doors as acts of love and possibility -- through different theoretical and practical underpinnings. When we, according to the authors, conceive of teaching…

This article discusses how reading for their own purposes affected struggling teens. It shares the authors' story, which demonstrates the importance and power of focusing on students' purposes, as highlighted in Standard 12, a standard not often addressed or assessed, but one that matters to students and teachers alike. The authors describe how a…

In this article, the author states that as educators and politicians across the country continue to scratch their heads in dismay at how male secondary students seem to be lagging behind in reading, it is useful to look beyond all of the genetic, physiological, and even sociological theories so often proffered by breathless experts. Anyone who…

How can teachers build students' interest and engagement in reading texts in the high school English curriculum while still providing access to challenging texts from the canon? Teachers typically expect their secondary students to read texts from the English canon because these texts offer opportunities for meaningful reflections on essential…

Examines the reasons why so many people have preconceptions about how much "truth" is in fiction. Notes the effects of believing that authors base their fiction primarily on personal, "true-to-life" experiences. (RL)

Suggests that "Johnny Can Read" the popular magazines that Johnny wants to read, and encourages teachers to consider making such magazines a part of the reading program. (DD)

Notes that teachers may feel intimidated by the sheer number of recommended young adult literature titles. Presents annotations of eight young adult works that have appeared on at least three other lists of recommended books for 1995. (RS)

Describes approximately 60 fiction and about 10 non-fiction young adult literature books and other print media about sports. Notes the importance of sports in American society. (SG)

Fantasy fiction of the type listed may be used to attract and hold an otherwise reluctant reader. (SP)

Discusses how students benefit from a book fair. (DD)

The ways in which Teri Lesesne, an author, selects the best book from the hundreds of books published each year are discussed. The importance of understanding the needs of the readers and the curriculum is explained.

Author recommends use of mystery stories in English classes, and describes six categories of mystery. (SP)

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)

Reviews 11 books that were selected by teenagers as their favorites. Notes that most of the titles selected represent rite-of-passage stories about young women. States that all of the books are well within the interests and reading abilities of junior high and early senior high school students. (PRA)