Reviews research on (1) reader response theories; (2) innovative approaches to literature-based reading instruction; and (3) literary experiences and literary analysis presentations. Discusses teachers' concerns and success as they implement literature-based programs. Discusses challenges facing the literature-based reading revolution. (RS)

Explores the mystery of why readers choose to read texts. Considers the psychology of reading for pleasure and the figures of speech linking reading with love. Discusses a wide array of books and the reasons that readers have felt such a strong attachment to them. (HB)

Describes two classroom activities that can be implemented in accordance with the best practices revealed by current research on reading instruction with learning disabled students. Describes what research suggests for promoting comprehension for students with reading difficulties. Describes instructional sequences for two literacy activities,…

Explores the responses of the author's 31 pre-service teachers to a controversial picture book. Begins by searching for a short text geared to elementary age children and suited for read-alouds. Notes that she believes that the majority of pre-service teachers at this stage in the program are still very impressionable and must be given multiple…

Presents diary excerpts that emerged from two separate teaching experiences with fifth and second graders. Reflects on the author's efforts to communicate the wonder of language and imagination to students. Concludes that by taking account of his own lessons as well as the students' responses to the exercises, the author discovered in a new light…

Designed to improve the teaching and learning of critical aesthetic response to literature, a 2-year collaborative study involved 20 teachers, 2 university-based researchers, and approximately 300 elementary school students in the Lansing, Michigan, area. The study examined aspects of the teachers' understanding of the theory and their practices…

Noting that Katherine Paterson's books are loved by school children everywhere, this paper discusses her engagement with the books she writes and how children respond to them. The paper begins with a brief discussion of the inspiration of one of Katherine Paterson's fairy tales and presents an extended discussion of the motivation behind her…

Describes how "Gulliver's Travels" was used with 11- and 12-year-olds to stimulate writing activities. (SRT)

As a project to upgrade their writing, sixth graders wrote and produced books for first-grade students, after reading and analyzing primary-level books. The program and steps to implement it are described. (JL)

Describes a case study that explored the responses of four elementary school students actively involved in a literature-based reading program and how the teacher handled each child. (FL)

This paper examines the influence of Japanese comic illustrations on children's books in countries in East Asia. It has become increasingly obvious that recent children's books in countries like Hong Kong, Taiwan, Singapore, as well as China and Malaysia/Indonesia contain illustrations with some features of the Japanese comic illustrations. This…

This collection of essays offers diverse perspectives on what it means to be a male or female child in children's literature, presenting stimulating views from the field's best-known authors, illustrators, and educators. Among the authors and illustrators in the collection who talk about the creative process are: Jerry Pinckney, Katherine…

Designed to help teachers get started using literature circles in their classrooms, this book gives teachers a boost to begin, offers some insights from other teachers, and helps teachers clarify where to go next. It notes that literature circles (or literature study groups, book clubs, or discussion circles) take many forms and engage students in…

Reports on a study of what children actually bring to the act of reading picture books in terms of their expectations, their reading or life experience, or their understanding of artistic styles. (TB)

Provides examples of arts infused literary studies, with each example using art experiences (expressive writing, creative movement, visual arts, exploratory music, and informal drama) to relate to the literature text. Notes that the learning outcome is to involve readers in exploring the meaning of the story as it relates to their own life…