Offers brief annotations of 38 illustrated children's books that explore the concept of characterization and how it is achieved through both text and illustration. Organizes the books in terms of: memorable characters; characters who take risks; strong female characters; legendary characters; and characters with insight. Discusses briefly 3…

Discusses the kinds of texts that are appropriate for students at various stages of their reading development and shares criteria for determining the difficulty levels of early reading materials. Lists five general considerations: vocabulary, size and layout of print, predictability, illustration support, and complexity of concepts. (SG)

Outlines specific criteria for selecting intermediate literature that portrays characters with disabilities. Includes criteria such as plot, character development, and tone. Provides an annotated list of 46 novels published between 1990 and 1999 that feature such characters. Concludes that educators may be able to use this genre as a means to…

Points out the need for humor and a relaxed atmosphere in the classroom and makes specific suggestions about how to achieve it. Bibliography. (RW)

Notes that the terms "interest" and "preference" are often used interchangeably in reading research. Points out that both the sources and uses of data are clearer when the differences in the two terms are emphasized. (FL)

Defines horizontal reading as providing children with more reading experiences and practice at the level they have just completed rather than moving them immediately to the next level. Describes two commercially prepared programs that make horizontal reading easier to implement and more closely correlated with the lead basal instruction. (FL)

Provides guidelines for selecting appropriate books for use in schools which mainstream handicapped children and includes an annotated list of books about handicapped children. (DD)

Offers suggestions to help teachers, especially bilingual teachers, adapt and rewrite reading materials that can guide children through the desired emotional and intellectual experiences. (HOD)

Investigates children's responses to independent reading and their perceptions of the literary quality of series books and recommended literature. Concludes that students like both kinds of books, and that reading series books does not interfere with their appreciation for literature of higher quality. Recommends assisting children to find quality…

Suggests that when teachers read to students they enhance students' understanding and their inclination to read independently. Considers how teachers in intermediate grades can use read-alouds more strategically and deliberately to promote thoughtful reading and content learning. (SG)

Presents brief annotations of 103 newly published children's and young adults' trade books in a list chosen by children. Identifies titles for reading programs that can be related to classroom curriculum and are known to engage children. (SR)

Presents brief annotations of 48 children's books that hold surprising creatures; surprises of magic and mystery; surprises of humor and trickery, surprises of growing up; cultural surprises; and surprising resources relating to poetry, dinosaurs, and science. (SR)

Presents brief annotations of 33 children's books that focus on many kinds of journeys: past and present explorations, journeys around the world, journeys beyond earthly boundaries, quests, and holiday journeys. (SR)

Present brief annotations of 53 children's picture books that reflect the multiple ways of knowing through which children can create and share meaning with others. (SR)