Describes how a middle-school teacher used "Charlotte's Web" in Reader's Theatre and in a writing workshop. Describes how the book was used as a writing model for dialog and for examining literary devices. (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)

Researches a basal reading and a language arts method of teaching reading, advancing the possibility of using reading readiness instead of intelligence tests to predict later reading achievement. (RB)

Notes how the authors visited a sixth-grade classroom in an urban setting to teach students about jazz using children's literature. Describes how they played the music, talked about its basic structure and unique characteristics, read books aloud about the major musicians, and encouraged the students to experience the music for themselves. (SG)

Describes a storytelling project in the midst of a language arts unit on folk tales in a sixth-grade class, how the classroom teacher and the media specialist worked together, how the students' storytelling was assessed, and students' enthusiastic response. (SR)

Describes the ways in which the published results of research can find their way into practical application within the classroom very quickly. (JM)

Describes a project that included prewriting activities based on the students' experiences, imaginative literature, encouragement to expand their descriptive ability, and opportunities to revise and edit their own work. (FL)

Describes how the educational experience of sixth grade remedial readers was revitalized and enriched through a project that grew out of reading "Sadako and the Thousand Paper Cranes." Suggests using "real" books (literature) to liberate remedial students from skill drills and reading games. (NH)

Describes a project in which students write their own notes, postcards, and invitations from storybook characters to other book characters. (SR)

Results of a Canadian study show that students with mild to medium reading disabilities benefited from tutorial remediation and continued to make normal progress the next nine months. (Author/RL)

Describes an art technique--creating paper dolls of main characters--to help remedial readers develop their comprehension of characters in novels. (MM)

Recommends pretesting intermediate grade students' basal skills to eliminate unnecessary basal skill instruction. Provides guidelines for pretesting reading comprehension skills. (MM)

Describes a teacher's first efforts to implement Reading Workshop in her classroom. Reports the study she conducted that convinced her that Reading Workshop successfully improves reading comprehension and counters students' negative attitudes toward reading. (RS)