This handbook for early childhood educators describes the Sesame Street PEP, an educational enrichment program for 3- to 5-year-olds that makes learning a fun and challenging adventure by using the educational goals of the Sesame Street show, children's books, and developmentally appropriate activities. This program seeks to: (1) stimulate…

Designed for parents, this booklet provides parents with information about encouraging literacy in young children in the format of a children's book with illustrations from various works by noted children's illustrator Tomie dePaola. The booklet emphasizes the importance of reading to and with children, stressing that reading helps children learn…

Using current technology and learning theory, computer-controlled literature programs have been and will be developed that allow children to interact with literature. This technique will help students' reading concepts fall into place more rapidly and gain the interest of those who do not respond well to traditional print media. (SRT)

Describes the Reading Recovery program, an early intervention program for first graders with reading difficulties. Describes the program's teaching procedures and research base. Outlines important understandings gained, and takes a look at the program through the eyes of one of the teachers. (MG)

Stresses the importance of reading aloud to children. Notes several keys to the success of reading aloud. Shares success stories from several reading aloud programs. Answers potential objections, from skeptical parents, to reading aloud. (MG)

Examined how reading attitudes of Year 6 boys in British primary schools were influenced by gender issues, peers, and peer group culture. Found that confidence and experience shown in private reading was at odds with boys' public attitudes in discussion with peers. Suggests that siblings and adults might provide more positive role models for…

Intended not only for parents and teachers, but also for grandparents, siblings, and librarians, this handbook promotes reading aloud as a way to stimulate students' interest in reading and to improve their reading achievement. Following an introduction and first chapter that stress the value of reading aloud, the book's second chapter explains…

A study tested a questioning technique for teaching critical thinking strategies in a class with student-selected reading materials. Teacher modeling, class discussion, writing, and reading were connected in the process. The pre-test and posttest included student-generated questions and character sketches. Quality of the pre- and posttest…

Reports results of interviews with children ages 4 to 12 regarding their reading interests that were conducted by graduate students in a children's literature course. Common themes are discussed, including enthusiasm about reading, positive reading experiences, adult influences, positive attitudes, and reading preferences. Possible reasons causing…

Illustrates through examples how elementary and secondary students can be motivated to enjoy books by making a connection to reading through listening to audiobooks. Sidebars include comments from fifth-grade English-as-a-Second-Language students about audiobooks, selection/usage tips for librarians, and a list of selected audiobook publishers.…

This collection of 17 papers provides a blueprint for teachers who want increasingly sophisticated methods for monitoring student growth and can serve as a resource for in-service educators as literacy instruction changes. Papers in the first section of the book examine literacy assessment as it pertains to school-age children. Papers in the…

A supplemental reading intervention program was designed and implemented to increase the reading comprehension for at-risk students. Subjects, 11 fourth graders in two different classes, were chosen on the basis of below grade reading level as evidenced by both classroom performance and national achievement tests' score. The 10-week reading…

Presents a study comparing the elements children report enjoying in a book and the elements teachers believe children enjoy. Concludes that a great discrepancy exists between the two groups, as children reported they liked books offering excitement, suspense, and action, while teachers believed children pay more attention to characters. (JC)

Outlines a development process that turns a reader into a mentor, someone who can recommend books to others with a high percentage of satisfied readers. Examines the influence of peers, teachers, and other adults for their ability to increase the amount and quality of what children read. (SRT)

Looks at the lives of two well-known writers to explore how diverse experiences produce literate adults. Discusses Agatha Christie and Jack London who used reading and writing to earn a living and to gain international reputations. (MG)