Discusses the difficulties connected with preparing students to read "the classics" for pleasure. (EL)

Argues that English teachers should expose students to the craft of play production. Suggests building a drama unit from the production approach and presents an example of such a unit. (FL)

To elicit student interest, teachers must search out works that have manageable sentences, vocabulary, accessible plots, characters, dialogue, and relate to the current cultural values of their students. (CRH)

Implications for citizenship education in "The Paideia Proposal" and "Paideia Problems and Possibilities" are discussed. Teacher education should develop skills necessary for the Socratic method of seminar discussion and require readings of historical documents such as the "Declaration of Independence." (PP)

A teacher who once relied on a reading skills program describes her conversion to an approach that emphasizes the reading of books. A substantial part of each class period is set aside for free reading time. A sampling of book projects used to focus students' efforts is included. (PP)

Sociocultural poetry can be used in conjunction with a 6-step counselor empathy model to help gifted students understand the lived experiences of others, as well as explore their own feelings and thoughts about self in relation to the world. The model can also be utilized to develop basic empathy skills. (Contains references.) (Author/CR)

Presents a teaching technique of assessing the child's reading interest, making available a collection of books, and specifying time for recreational reading. Discusses how the teaching objectives avoid the listing of activities for students and focus on behavior to arouse children's interest. (MG)

Suggests that some Australian schools in the 1980s took up too enthusiastically what may be called the Effortless Theory of Learning to Read. Describes how Paired Reading can work and what can go wrong with such instruction. (RS)

Working from case studies of teachers and from the actual language used by teachers and students, this book provides a rationale for and a description of a response-centered approach to the teaching of literature in the secondary school. Embedded throughout the book are student activities. Each chapter gives suggested readings of related articles…

To help students strengthen competencies in reading and writing direct instruction is essential. Modeling is a key component in direct instruction. The kind of materials used can help provide more cultural awareness among learners. Written materials of current interest need to be selected. Sources are varied including such periodicals as…

Because half of all students are female, and because role models are important in forming ideas and images, more attention should be devoted to finding books with heroic, tragic, or significant female characters. Good literature by women can be found in an increasing number of anthologies of women's literature that are now being produced. When…

Recognizing that exposure to storytelling and reading aloud enhance children's language skills and their enjoyment of literature, this book provides a rationale and suggestions for storytelling and reading aloud both in and beyond the classroom. The first chapter explores various nursery rhymes from around the world, and how this oral tradition…

Before working with middle school gifted students, the teacher should be aware of the characteristics and learning style preferences of these students. For example, the years from 9 to 13 are a time of physical, social, emotional, and cognitive change--also called an "age of ambivalence." Many of these students tackle decision making sooner and…

Middle-school students, called "transescent learners," are at an age during which they undergo physical and intellectual changes that affect them emotionally and socially, causing confused thinking and insecure feelings. This paper offers seven guidelines to help the middle-school teacher select and present reading materials that enhance learning…