"Boy books" are frequently promoted as a surefire way to increase reading motivation and engagement among young adolescent boys. This study challenges the "boy book"/"girl book" dichotomy, suggesting that particular book covers may discourage boys from reading novels they might otherwise enjoy. It also presents…

There are approximately 1.5 million children in the United States who go to sleep each night without a home of their own (National Center on Family Homelessness, 2009). In this article, we provide insights into how educators can create greater classroom support, particularly in literacy learning and development, for this population. Drawing from…

Offers suggestions for use by parents and teachers to encourage children to read for pleasure. (FL)

Annotates a number of books that can help teachers demonstrate for young children the importance of reading. (FL)

Describes a contest in which students competed for book prizes. (FL)

Argues that when a parent or teacher reads the same story to children several times, they begin to attend to different aspects of the story than they did on the first reading. Discusses four changes in children's responses that occur with repeated readings. (FL)

Examines research concerning the effects of cultural expectations, school structure, and parent expectations on the reading attitudes and performance of boys and girls in different countries. (FL)

Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)

Presents suggestions from five contributors including how to develop middle school students' library skills, teaching early reading through materials from a fast food restaurant chain, and ways to conduct student evaluation of teachers. (FL)

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

Reports findings of a survey of elementary school children concerning their preferences when being read to by others. Gives their responses to the survey's 11 questions and draws recommendations from them. (FL)

Argues that in language development, children display a sustained and conscious effort to learn (L) words and expressions, assimilate (A) the language system, and acquire fluency (F) in using it to communicate. Maintains the same is true in literacy development. (FL)

Presents a checklist that was created so that parents, teachers, and others could obtain from vision specialists information necessary to ameliorate learning conditions efficiently. (FL)

Reviews a project in which first-grade children learned to write and became confident, fluent, and enthusiastic writers. Contains examples of their writing. (FL)