Explores several concepts relevant to instructional materials that emerged from seminars sponsored by the National Council of Teachers of English and the International Reading Association. Describes how basal readers--so prevalent in instruction--fall short of these concepts, and what can be done to improve instruction. (HTH)

Examines a professional journal's treatment of the relationship between elementary teachers and commercial reading materials. Findings are divided into 10-year increments from 1924 to the present. (HTH)

Presents brief descriptions of 19 children's books that deal with the difficulties of life: changing family structures; abuse, neglect, and violence in the lives of children; and death and dying. Discusses the selection and use of such potentially controversial books. (SR)

Highlights the work of author/illustrator Patricia Polacco. Discusses her picture books in terms of themes, including family stories; "passed down" stories featuring a babushka; stories that emphasize diverse communities; stories that contain magic or a miracle; and stories that help to raise social consciousness. (SR)

Given the choice of reading or not reading books related to favorite TV programs, pupils showed they would read when their interests were engaged. (JH)

Reviews 13 professional materials that explore the uses of expository texts and informational materials designed to be used with elementary and middle school students in the classroom. Discusses a book that provides a whole-language perspective on language learning and teaching. (MG)

Describes 31 children's books that connect with children and illustrate the significance that books that amplify life can hold for young and old alike. Discusses books with language and illustrations that are compelling, and how stories and images work together. Describes how teachers and college students chose books and artwork to help themselves…

Examines why some pre- and inservice teachers concluded that certain children's books were inappropriate for children because the books might frighten or corrupt children; fail to represent dominant social values or myths; or identify racism or sexism as a social problem. Describes how these criteria are consciously applied. (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…

Argues that children's books are agents of socialization and examines childhood as a socially constructed concept throughout history. (SRT)

Presents brief annotations of 23 picture books and children's books that focus on literature in which the generations come together--books that celebrate the relationship between young and old; challenge ageist stereotypes; explore the complexities of aging; and deal with the death of a loved one. (SR)

Offers brief annotations of 30 children's books from every genre, published in 1995, and selected as outstanding for their enhancement of language awareness among students in grade K-8. (SR)

Presents thoughts of teachers (many from Lee Expressive Arts Elementary School in Columbia, Missouri) on why they engage in the expressive arts and literature. Offers specific examples of how teachers explore life and literature through drama, music, and art with 22 children's books. (SR)

Reviews 31 collections of children's poetry that help students see the world from a fresh perspective. Notes how they were used in a variety of classrooms and how children responded to them. Organizes the books in terms of: making the ordinary extraordinary; looking at relationships in new ways; new views of the world; and a fresh look at animals.…

Describes observations of two British primary school classrooms and how teaching conditions set up or preclude gender specific reading attitudes. (HTH)