For a librarian of St. John's School, Texas literacy is a passion and she believes that what all read matter because their lives are changed through the experience of reading good literature. She feels that most important responsibility of librarians is that of creating lifelong readers and learners.

Explores recent children's books for those whose characters are moved and changed by literacy. Places the books into three categories (desire for literacy, power of literacy, and wonder of literacy) that overlap but give insight into ways to share literature with children and at the same time acknowledge common approaches to sharing the value of…

The United States ranked ninth among 35 nations in an international study among students in reading, as reported by the Progress in International Reading Literacy. Standards keep going up for students in reading achievement. Literature books for children must be rewritten in keeping up with the times in a demanding school and societal environment.…

Examines why fiction books have usually been the genre of choice for reading aloud; research challenging the fiction-only approach; benefits of nonfiction books in the literacy experience of children; and how specific nonfiction books may be used to provide knowledge and an aesthetic experience comparable to that obtained with fiction. (MOK)

As students progress through the grade levels, the demands of academically rigorous subject matter combined with greater dependence on informational text make it imperative for students to attain age-appropriate reading skills, yet a visible number of less proficient readers is appearing in grades 4 through 8. Teachers can help these students by…

In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less…

Argues that it has not been fashionable to value literacy stories from parents as a source of knowledge for interpreting the home literacy environment. Compares teacher descriptions of several at-risk children to their parents' literacy stories. Concludes that understanding multiple home literacy environments can help teachers think critically…

Gives an example of a seventh-grade reluctant reader whose special reading class was assigned to read to kindergartners. Notes that students want interesting books that they are able to read, and want help when they're struggling. Presents a list of 18 books that students in grades six through eight rated as the best, along with statements…