Discusses research the author undertook with a class of fifth graders, in which they read and discussed popular series books. Shares examples of their talk about the topic and what that talk reveals about the potential of the classroom as a space to reveal, complicate, and challenge gendered assumptions about what is desirable or appropriate…

Recounts how five teachers promoted discussions where students initiated their own inquiries, helped each other probe their self-initiated inquiries rather than wait for teacher follow-up questions, and responded naturally to each other rather than wait for teacher permission to speak. Notes that group response extended individual responses. (SR)

Describes the results of one part of a two-year-long classroom study of sixth graders' engagement with and responses to nonfiction trade books. Considers what motivated these sixth graders to read the nonfiction titles they chose for small-group and voluntary reading. Concludes that when students are given the opportunity to select nonfiction…

Explores the unique reading strategies needed for the World Wide Web. Considers additions needed in the repertoire of teaching reading strategies when computers are the medium. Argues that Internet technology has had a significant impact upon reading strategies, resulting in a need to reshape thinking about classroom reading practices. (SG)

Focuses on the author's desire to create student-led discussion groups, instead of teacher-led groups. Considers specific research questions for student-led groups. Inquires what kinds of writing and discussion students would engage in if given the opportunity to make their own writing/discussion choices. Indicates that students do engage in…

Describes a year-long study in a combined fourth- and fifth-grade classroom that observed student participation in literacy learning activities. Notes that as students participated in reading, writing, and talking about quality literature, they learned to make sense of texts by using contextual clues and connecting the reading to their own…