The importance of independent reading is advocated for success both in school and out of school. The following four strategies are presented to stimulate children's interest in reading and to assist the teacher in providing an environment in which independent reading becomes a student practice: (1) provide opportunities for students to see, hear,…

Reports findings of a survey in which approximately 800 fifth and sixth grade students chose their favorite children's "classics." (FL)

Defines the term "cognitively disabled"; discusses some of the negative assumptions about the cognitively disabled found in many books, while simultaneously noting the books' positive aspects; and provides an annotated bibliography of books that deal with cognitively disabled people. (FL)

Suggests offering literature to children that is meaningful in terms of the child's growth and furture, and the future of people, rather than avoiding all books showing people and the world in less than idyllic contexts. (TO)

Finds that many nonfiction books chosen were at inappropriate reading levels for the primary-level students. Suggests what hindered some teachers was lack of knowledge of what is available and lack of access to quality nonfiction. Provides a portrait for classroom in which a wide variety of nonfiction is available and a variety of reading levels…

Offers 48 brief descriptions and annotations of illustrated children's books about systems--ecosystems, the solar system, communication systems, family value systems, political systems, and "bucking the system." (SR)

Reviews 57 children's books, combining realistic fiction, nonfiction, poetry, literary folklore, and folklore from people and places around the world, that reveal the cultural wonders of the world. Offers suggestions on how to group these books within thematic units. (MG)

Provides three responses from reading professionals concerning a question about students who cannot relate story ideas after reading. Suggests determining the students' reading interests to help them find books which they will find more enjoyable. (MG)

Studies one struggling reader and her self-directed pathways to progress as she consistently chose old basal-sounding, beginner-oriented materials over newer, aesthetically constructed literature. Investigates differences between beginner-oriented texts and aesthetically constructed literature. Concludes some struggling readers need repetitious…

Offers brief descriptions of 32 children's books (or book series) in Spanish that introduce children to numerous countries around the world. Notes a web site address listing high-quality books in Spanish for children and adolescents. (SR)

Describes ten practical ideas for classroom teaching at the elementary level, including "roulette" writing, story map raps, and theme cubes. (MM)

Argues that English reading should not be introduced to a primary school student with a limited command of English until that child can comprehend the syntactic and semantic structures in the text. Discusses ways of assessing a child's level of English competence and the structural level of the reading material. (FL)