This book looks at a broad sweep of books--from "little books" with patterned sentences to small illustrated chapter books. The book integrates discussions of nearly 200 different books, sorted along a gradient of difficulty, beginning with Reading Recovery levels and extending to a framework for evaluating more complex texts, the…

This third edition blends current research, theory, and practice in integrating the language arts in kindergarten through grade 6 with the content areas and children's literature. It details the connections between and among the receptive language arts--listening, reading, and viewing--and the expressive arts--speaking and writing. The book…

The Children's Book Council of Australia Awards contain several categories for the best books published for children in 2002. This PETA guide looks at all categories, with the exception of Older Readers. The purpose of the guide is to suggest ways of exploring each shortlisted book, focusing on its significant aspects. It points out that children…

A study examined personal written responses of novice white teachers to address methods, patterns, and implications of teachers' responses to powerful and provocative multicultural children's literature. Ten children's books were read orally and 150 responses from 15 graduate students in an elementary education course were analyzed qualitatively…

In this study of elementary school children's responses to two children's books, a participant-observer presented reading material to the children and studied their reactions. Spontaneous responses and variations in solicited verbal responses at different age levels and the implications of nonresponse are considered. (PP)

Describes how students in an undergraduate children's literature class constructed and created interpretations of the books they were reading. Notes that the students each designed a three-foot paper strip reflecting his or her personal response to the book. Finds fresh thinking, fewer repeated ideas, and more understanding of symbol, metaphor,…

Outlines an observational album assessment device, which describes children's reading behavior, taking into account attitudes, responses and strategies to produce a profile of each reader's achievements. (NH)

Asserts that students' reading comprehension is enhanced by sharing personal text interpretations through social interaction in the reading classroom. Presents three lessons which encourage sharing and extending text comprehension by exploring text meaning through art; by developing a Readers Theatre script; and by shifting question-asking…

Responds to previous article on validating curriculum-based measurement (Derr-Minneci and Shapiro, this issue). Contends that research reported by Derr-Mennici and Shapiro neither validated curriculum-based measurement (CBM) in reading from behavioral perspective, nor investigated accuracy of CBM. Organizes comments around three points of emphasis…

Responds to previous article on validating curriculum-based measurement (Derr-Minneci and Shapiro, this issue). Contends that, in examining variation in oral reading rate across their three settings, Derr-Mennici and Shapiro's assessment procedures were of unknown accuracy, and that these procedures themselves varied among settings, making it…

Examines one "Teachers as Readers" group, in which teachers meet to read and discuss children's literature. Finds that (1) reading can be defined as making meaning from picture book illustrations; (2) collaboration can be defined as listening to students; and (3) readers respond differently to books based on the beliefs and values they…

Highlights an elementary school where teachers help children build good reading lives by teaching reading through literature circles. Discusses five essential strands of thinking that guide the teaching of reading through literature study: building community, reading literature, having choices in reading, participating in open and lively…

Summarizes three studies presented at the 1997 Ohio Council of the International Reading Association Fall conference: (1) a study of students' response to text in a university classroom; (2) systematic spelling instruction for learning disabled students; and (3) a one year investigation of the internship experiences of two preservice language arts…

A brief review of the literature on the various approaches which have been used to help children formulate their emerging attitudes towards reading and literature helps clarify the goal of creating lifelong readers. Samway (1991), discussing literature study circles, relates that students read the book they have selected, answer assigned…

While story grammar and cognitive science theories of stories state or imply that a story will be more interesting if the protagonist experiences difficulty in attaining his or her goal, neither theory considers that the importance of the goal may also affect how interesting the story is. The structural-affect theory, however, defines stories on…