Discusses translation from a theoretical viewpoint and takes a closer look at specific translation problems and their solutions in the translations of the "Jolly Postman" books in Dutch. Concludes that only readers fluent in both languages and cultures can understand the particular form of dialogue between the source text and the target…

Harvey Daniels (1994) describes literature circles as small, temporary discussion groups consisting of students who elect to read the same text. As each member assumes specific responsibilities in preparation for the discussion, those members come to the discussion with supporting notes related to his or her role. One elementary teacher refined a…

Describes how one teacher uses children's literature to help children learn about the Holocaust. Shares reactions from some of the students to the literature. (MG)

Discusses what will affect the literature for the children for the future, changes that have already occurred that will carry into the next century, and multicultural literature. (RS)

Explores the possible responses that contemporary children experience in reading "Alice in Wonderland." Describes "Alice" as an ideal text for involving children in complex philosophical issues. Outlines how such an aim is was carried out with different children. (HB)

Shows why aesthetic reading is a crucial pedagogic component in lessons using historical fiction and non-fiction. Provides criteria for selecting high quality books dealing with historical subjects for use in aesthetic reading activities. Discusses specific teaching strategies for promoting aesthetic reading. (SG)

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…

Responds to Spiegel's article on child abuse by asserting that few elementary school counselors possess sufficient education and understanding regarding child abuse hysteria syndrome and by supporting need for further research in clarification of present knowledge base. Encourages counselors to approach complicated abuse situations with…

The purpose of this study was to determine if differences in the ability to prioritize information located in texts exists for 75 third- and 62 fifth-grade students of various reading achievement levels. Results are discussed, and implications for instruction are considered. (Author/MT)

Contemporary realistic fiction allows young readers/listeners to experience events that they would never encounter in real life or practice what they might someday experience. Realistic fiction benefits children as they may: see past the limitations of their own experiences; learn to reflect on choices in their own lives; acquire sympathy for…

Explains that as young readers respond to narrative texts in a variety of media, they repeatedly step in and out of the fictional universe of their different stories. Outlines contemporary texts that foster various forms of such border crossing, in and out of diegesis, the framework of events as narrated in the text. Explores how an awareness of…

Reminisces about the author's childhood reading experiences and how they were to him a refuge. Gives a reader response reading of Mark Twain's "Tom Sawyer." (TB)

Examines characteristics of quality children's literature by analyzing both children and adult responses to Ezra Keats' story, "The Snowy Day." Concludes that good literature calls forth a strong narrative voice from readers exploring their own realities as they read. (MM)

Reviews five sets of thematically related books with the intent of helping instructors make connections between children's literature and real living. Investigates five areas, all broadly speaking to the issue of "security": (1) unsettling experiences; (2) nature study; (3) overcoming evil; (4) exploring adolescent angst; (5) journeying for…

Describes four books written for children about the struggles to survive, to escape, and to gain freedom of children who are refugees. Describes how fourth-grade children responded to these books. (SR)