Discusses the importance of the adaptability and flexibility of instructional resource materials. Highlights one quality resource for young readers, "Bookshelf, Stage 1," and another for intermediate level students, "Reading beyond the Basal Plus." (MG)

Reviews and annotates 30 children's books which were chosen by teachers who found them to be exceptional in curriculum use. Groups the books into primary, intermediate, and advanced levels. (MG)

Describes various games which provide drill for beginning readers. (RB)

Suggests that audio and visual technologies and their respective media can make a significant contribution to a literature-based reading curriculum. (MG)

Discusses the selection criteria of reinforcement in phonics materials. Reports on a search for phonics materials which met the criteria of having an appropriate amount of reinforcement, high transfer potential, and high content validity. Finds that "Signals Video Learning Series" is a satisfactory phonics program. (MG)

Offers a five-point checklist that educators might use to determine the content validity of materials labeled whole language. Recommends "The Whole Language Sourcebook" and the "Story Box" program as high content validity materials. (MG)

Explores the status of 183 elementary classroom libraries in Texas. Provides suggestions on how teachers can design excellent classroom libraries. Asserts that classroom libraries can promote voluntary reading. (PRA)

Contains a 30-item annotated bibliography of tradebooks which teachers' have identified as outstanding for kindergarten through grade 8 students and that teachers find to be exceptional in curriculum use. (MG)

Presents ideas for incorporating software into each guided reading phase for two realistic fiction books: Lois Lowry's "Anastasia on Her Own" and Barthe DeClements's "The Fourth Grade Wizards." Discusses how each skeletal plan uses three pieces of software to enliven students' oral and written thoughts about the books'…

Discusses materials that foster engagement in the learning process for students, teachers, and parents. Looks at three sets of materials helpful for vocabulary and comprehension strategy development: (1) guiding teachers and students through the think-along process for developing reading comprehension; (2) building vocabulary and comprehension at…

In the current industry-driven educational climate, resources are produced, marketed, and subsequently understood to be synonymous with "balanced literacy." This article critically examines various programs currently in wide use to demonstrate this occurrence. The examination specifically provides examples of how the appropriation and…

Explains the differences between talking books, taped books, and books and tapes and explains how each should be used with elementary school children. (FL)

Lists new instructional materials in reading according to title and publisher, type of material, reading difficulty, interest level, and skills developed. Information was submitted by publishers and no evaluation is made of materials. (MKM)

Uses the examination of materials designed to teach critical reading to review the three criteria discussed in previous Instructional Resources columns: content validity, transfer potential, and amount of reinforcement. (MG)