NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)4
Since 2006 (last 20 years)18
Audience
Teachers2
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
Motivation to Read Profile1
What Works Clearinghouse Rating
Showing 1 to 15 of 26 results Save | Export
Brimberry, Callie Ryan – Educational Leadership, 2020
One teacher encourages her students to write in the margins of the novels they are reading. These notes then turned to conversations about social justice issues and history when the books were passed to family members. The conversations in the margins were jumping-off points for conversations in class, and then students invited members of the…
Descriptors: Social Justice, Clubs, Books, Reader Text Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Bryan Gillis – English Journal, 2019
The 2018 "English Journal" young adult honor list selections are an amazing mix of truth and fiction, fact and fantasy. The protagonists, five females and one male, all demonstrate what it means to follow your heart and speak your truth. Consideration of young adult books for inclusion in the 2018 Honor List begins in January and…
Descriptors: Young Adults, Adolescent Literature, Books, Selection Criteria
Peer reviewed Peer reviewed
Direct linkDirect link
Mathieu, Paula – Community Literacy Journal, 2017
The unreliability of preserving writing in any form seems apt: it is a physical reminder of writing's shaky, uncertain power. Sometimes words can change the world, but more often, the stark realities of an unjust world can fail to bend to even the most beautifully chosen words. In the face of long odds, the impulse to write and share words, in any…
Descriptors: Printed Materials, Writing (Composition), Books, Electronic Publishing
Peer reviewed Peer reviewed
Direct linkDirect link
Britt, Shelby; Wilkins, Julia; Davis, Jessica; Bowlin, Amy – Journal of Character Education, 2016
In this article, we describe how books addressing social-emotional topics can be used by teachers of young children during class read-alouds to enhance students' social-emotional development. Teachers of young children typically choose books for class read-alouds based on curriculum topics and student interest; however, they may not be aware of…
Descriptors: Reading Aloud to Others, Social Development, Emotional Development, Young Children
Van Winkle, Katie – Rethinking Schools, 2012
The author first learned about cultural diversity and racial justice in Mr. Sanderson's middle school English class. They read a book called "The House on Mango Street" by Sandra Cisneros and learned about a different culture, but also about a community with striking similarities to their own. The main character in the novel, Esperanza,…
Descriptors: Novels, Books, Reader Text Relationship, Censorship
Peer reviewed Peer reviewed
Direct linkDirect link
Valenza, Joyce Kasman; Stephens, Wendy – Educational Leadership, 2012
Critics claim that digital technologies are killing reading, but these teacher-librarians have observed that teens are as excited about reading as they ever were. Online communities give these readers opportunities to get to know authors, communicate with other fans, and learn more about books of interest. Publishers and authors are responding to…
Descriptors: Internet, Reading, Librarian Teacher Cooperation, Adolescents
Brown, Byron W. – Educational Technology, 2012
Today's electronic textbooks (e-texts) are technologically backward and over-priced. Yet publishers continue to press for contracts with colleges and universities that move toward the mandatory purchase by students of e-texts instead of printed books. The author lays out his vision for digital learning materials, explains the details of the…
Descriptors: Educational Technology, Textbooks, Books, Retailing
Weisman, Kay – School Library Monthly, 2012
With the widespread adoption of the Common Core State Standards (CCSS), classroom use of information texts is increasing. CCSS mandate an emphasis on the use of these texts so that students become adept at reading and comprehending complex information in order to write compelling arguments. Students are encouraged to read, write, and engage in…
Descriptors: Books, Core Curriculum, State Standards, Alignment (Education)
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Grote-Garcia, Stephanie; Durham, Patricia – Texas Journal of Literacy Education, 2013
Reading comprehension requires thoughtful interactions between the reader, the text, and the author. The author may assist the reader in building meaning by creating purposefully crafted conversations that are organized into predictable patterns also known as patterned books. In this article, three predictable patterns found within children's text…
Descriptors: Reading Instruction, Reading Comprehension, Books, Reader Text Relationship
Jonell, Lynne – School Library Journal, 2010
Every adult who reads to a child has seen what happens when a book speaks. For a time, the book becomes the child's beloved friend. It is asked for repeatedly and learned by heart. But books do more than speak to a child. Children use books to speak to adults. If one wants to understand a child's deepest emotions, take a look at the books they…
Descriptors: Empowerment, Children, Books, Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Moley, Pauline F.; Bandre, Patricia E.; George, John E. – Theory Into Practice, 2011
As reading professionals and former middle school teachers, we believe it is essential for teachers to select books thoughtfully, understand the relationship between book selection and student motivation and engagement, and realize the importance of classroom instruction during the reading of literature. Teachers strive to help middle school…
Descriptors: Learner Engagement, Middle Schools, Motivation, Middle School Teachers
Cain, Melissa A. – Journal of Invitational Theory and Practice, 2015
One focus of "Invitational Theory and Practice" is creating positive environments that summon each individual to "develop intellectually, socially, physically, emotionally, and morally" (Purkey & Novak, 2008). Children's literature is a rich resource for teachers and parents to focus on emotional and moral development. This…
Descriptors: Childrens Literature, Books, Values Education, Child Development
Peer reviewed Peer reviewed
Direct linkDirect link
Miranda, Twyla; Johnson, Kary A.; Rossi-Williams, Dara – Educational Leadership, 2012
E-readers like the Amazon Kindle and the Barnes and Noble Nook are beginning to make their way into school libraries and classrooms. It's about time. E-readers have tremendous potential to entice reluctant readers to read more. A study that the authors recently conducted among low-reading-ability middle school students demonstrated that potential.…
Descriptors: Books, School Libraries, Classrooms, Influence of Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Whitburn, Merrill D. – College Composition and Communication, 2009
When the author became a professor with interests in literature, composition, technical communication, speech, and rhetoric, he little anticipated the extent to which book collecting could affect research and teaching, but his finds increasingly enlightened him. As he gravitated toward composition, technical communication, speech, and rhetoric in…
Descriptors: Rhetoric, Books, Purchasing, Recreational Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Zipprich, Mary Ann; Grace, Marsha; Grote-Garcia, Stephanie A. – Intervention in School and Clinic, 2009
Knowledge of patterned books provides the reader with a framework of mutually understood rules between the author and the reader. This schema of rules guides the reader to predict the story grammar and the progression of the text that has been recorded by the author. These patterns act as an additional cueing system and aid special needs students…
Descriptors: Instructional Effectiveness, Books, Reader Text Relationship, Prediction
Previous Page | Next Page ยป
Pages: 1  |  2