Discusses differing reactions to the story when it was taught in a similar way to students of differing ages and abilities in six different schools. (AA)

Investigates children's responses to independent reading and their perceptions of the literary quality of series books and recommended literature. Concludes that students like both kinds of books, and that reading series books does not interfere with their appreciation for literature of higher quality. Recommends assisting children to find quality…

Outlines what educators and academics describe as the "power" of children's literature and multicultural children's literature, which includes African American children's literature. Explores what four African American third-graders have to say about the "power" of six African American children's books. Concludes with the…

Suggests that when teachers read to students they enhance students' understanding and their inclination to read independently. Considers how teachers in intermediate grades can use read-alouds more strategically and deliberately to promote thoughtful reading and content learning. (SG)

Presents an annotated bibliography of nine books that kids think are great. Recommends the books on the basis of pure enjoyment. (SG)

Discusses how a mother's efforts to encourage her children to read in English as a foreign language were not successful until she allowed the children to select their own reading. Concludes that self-selected reading resulted in clear improvements in attitudes toward English reading and obvious gains in English competence. (SG)

Discusses the attitudes and issues of reluctant readers by describing the author's son Jonathan, an intelligent young man who came to hate reading. Offers advice for teachers from Jonathan regarding how they can help students enjoy reading more. Presents annotations of 11 new or overlooked young adult books worth reading. (SR)

Discusses the surprising book choices made by one group of middle school students. Observes that some young adult literature addresses difficult issues about growing up and about society. Argues that an important aspect of growing into and through reading is the development of independence by the reader in finding books that are personally…

Argues that educators must take responsibility for putting a stop to the hatred for and disenfranchisement of students who are seen as being different. Suggests doing that by making sure the expository texts are set within the context of themes--those ideas that matter to students. Presents an annotated list of novels and expository texts to help…

Presents annotations of 24 recently published works of children's literature that offer opportunities for teachers and students to consider how people's lives are affected by social justice issues. Addresses issues such as human rights, issues of racial justice, issues of gender equity, socioeconomic and class issues, political issues, and issues…

Considers how image becomes the issue when authors, illustrators, editors, reviewers, teachers and librarians passively accept rather than question the illustrations and content of new books. Concludes that through literature, children can begin to develop a sense of their humanness and can develop new insights into the behaviors of others and…

These 12 articles on censorship in the schools comprise a collection of "representative opinions expressed by concerned individuals"--professors, teachers, school administrators, clergy, high school students, a publisher, and a spokesman for the National Education Association. The essays range in viewpoint from a traditional belief in the…

Celebrates the power of literature and the joy it brings to readers' lives. Presents annotations of 30 children's books (most published in 2002 or 2003) that can be experienced orally, aurally, visually, dramatically, emotionally, and responsively. (SG)

Considers student response to nonfiction Vietnam War literature and discusses why students should study Vietnam War nonfiction. Presents strategies for teaching nonfiction Vietnam War literature. Presents follow-up research and writing activities that are designed to enable students to connect reading, writing, and thinking. Concludes that the…

Describes a study of book preferences among 190 first graders. Indicates that Hispanic and non-Hispanic students were more alike than different in their preferences. Concludes that an overwhelming majority selected informational, rather than narrative books. Notes that this finding counters notions that young readers prefer stories and desire…