Explores a preschooler's repeated attraction to two books, and what it means in terms of the child's literacy before she learns to read. Describes the child's advancing critical skills. (HTH)

Explores the enormous attraction for young readers of series books (such as Nancy Drew, Hardy Boys, and currently "The Baby-Sitters Club"). Discusses what children might learn from such reading, often thought of as pap literature by adults. (SR)

Describes what some fifth-grade students read in the summer and why. Discusses 39 children's books in the following categories: summer experiences, trips and journeys, family experiences, and the lives of children in troubled times. Offers an excerpt from a discussion of middle school readers in response to reading the books on children in…

Describes a survey of seventh grade students' reading attitudes. Presents interviews with three of the surveyed students in which they each describe a book they have read and their response to its special meaning. (HTH)

Tells the story of three African American children's responses to literature by and about African Americans, showing the importance of connecting literature to the lives and interests of children. (SR)

This case study of a struggling reader suggests that learning to read is not necessarily about using the right program, but rather about making the right connection. This case describes how Ashley, a child with special needs, came to literacy in her own way in the company of Barbara Park's fictional character, Junie B. Jones, a girl about her age…

Shares how the author designed reading activities to increase students' understanding of nonfiction by adhering to three principles: purpose, classification, and collaboration. Recounts how students responded to the reading materials and each other as they developed an understanding of the information available to them. (MG)

Recounts observations of a child's interactions with Beverly Cleary's Ramona books, noting that she exhibited "passionate attention" toward the characters by becoming involved with them and discussing them often. Shows that the child's comments grew from observations to criticism over time, and her passionate attention to Ramona expanded…