History education rests at the junction between historical content, disciplinary literacy, and educational psychology. To understand the sources and strategies that facilitate historical thinking, more inquiries are needed. How do students respond to different historical topics, texts, and tasks? Which sources and strategies best facilitate…

Even though the existence and importance of inner forms of sign-making are acknowledged in social-semiotic educational research, their contours have, none the less, yet to be charted in a systematic way. This article uses a combination of social-semiotic and pragmatist approaches to bring into focus some characteristics of pupils' inner…

This study focused on understanding the impact of incorporating digital reader response into a middle school literature class. Through interviews and the use of artifacts, a classroom teacher documented how altering the way students wrote about their readings shaped the quality and quantity of their writing. Outcomes reveal that blogging during…

In English as a Foreign Language (EFL) classrooms, where acquisition of English is the ultimate goal, one of the main tasks for the teacher is to provide students with language input and activities that best aid them in their learning process. As different researchers have reported, including poetry-based activities in the EFL classroom is…

Over the last decade there has been an increased focus on high-stakes standardized tests in reading and math. Social studies has been devalued in the classroom as many teachers and administrators focus their attention on reading and math instruction to avoid the punitive consequences of the No Child Left Behind Act. (2001). Based on this…

In this article, the author describes her multimodal teaching practices in her "Adolescent Literacy Methods" course at a graduate university in the United States. By doing so, she highlights content teacher's understanding and use of various multimodal texts to effectively teach adolescents inside the classroom. In lieu of this, she raises…

Picturebook readalouds have been promoted as a rich resource for strengthening literacy development in young children and discussions of picturebooks have become a common--if threatened--practice in the primary grades. One subset of the diverse body of children's literature teachers can draw from is picturebooks with sparse verbal text. Such…

On an outdoor stage, a boy named Peter addresses the audience. "If you believe in fairies, clap your hands," he urges. There is a deep sadness in his voice for he is dealing with the possible loss of a special friend. Peter is begging the audience to respond and enter his make-believe world. This is the only way, he explains, that the poisoned…

Discusses a class activity in which students engage in a mock trial based on a hypothetical charge that could have developed from the plot of a novel. Discusses the six-step process, and the five procedures and requirements. Suggests that students win more than just the case--they win the knowledge of process. (RS)

Finds that "Three Little Pigs" shows children what the world is like--depicting the conflict of choice, etc. Examines different versions of the tale and questions students about text differences. Gives questions for stimulating student response. (PA)

Noting that readers of all ages seek out favorite authors, this book offers a model that encourages readers to respond aesthetically, biographically, and critically to an author's literature. At the heart of the book are four author studies that were implemented with children at various grade levels. These studies span the genres of picture…

Notes that literature-based reading approaches are becoming increasingly popular in Canada as well as in other parts of North America. Reviews the rationale behind shared book experiences and literary clubs. Provides a variety of language-rich tasks to guide children as they respond to the stories they are reading. (RS)

Recalls the pleasurable activity of listening to poetry read by a teacher in fifth grade--poems by Robert Frost, Emily Dickinson, and Carl Sandburg. Relates that poetry books were in the school library and that the students wrote their own poems. Finds that, 18 years later, teaching begins each day in middle school with poetry. (PA)

Discusses an English teacher's approaches to introducing English-as-a-second-language students to Shakespeare's "Romeo and Juliet." Notes that the students responded with more enthusiasm than they had to any other selection they had read, and that the teacher had underestimated her students' ability to understand Shakespeare. (RS)

Argues that the most important thing that teachers can teach their students about writing letters is to write in a way that reflects the writer's personality, ideas, and visions. Notes that student letter writers should also practice thoughtfulness and good manners. (RS)