Suggests using an ultraviolet or "black" light as a tool for storytelling and reading aloud, and describes four black light activities which bring an extra measure of excitement to books. (JM)

The article explores the use of literary craft tracking (tracking literary styles in different works) as a method of literature study in a class for the gifted. (PHR)

Reading aloud is an essential part of the classroom instructional program, along with direct instruction and sustained silent reading or book contact, and should not be slighted despite the numerous time demands from other sources. Reading aloud to children provides opportunities for introducing children to good literature and encourages language…

Presents suggestions for developing a thematic teaching unit to help students overcome fear by learning about the courage of survivors in literature. The article recommends reading a story aloud, discussing courage and survival of the characters, and developing group-guided reading activities that involve individual or group projects. (SM)

Describes how to use a "natural language" technique that makes use of stories that contain predictable language patterns (such as those with words that are repeated or that rhyme) in teaching beginning reading. (MKM)

A three-stage lesson sequence that used story grammars to teach plot development has been proved successful with a group of eight above average third grade students reading Deborah and James Howe's "Bunnicula." The first stage was a training unit designed to familiarize children with a typical story grammar's parts: a theme and plot…

A monthly exchange of tips, projects, ideas and resources. (Editor)

An instructional strategy for teaching comprehension of literature was tested with seven high school students with learning disabilities. The strategy taught story grammar through use of short stories and the paradigm of modeling/guided practice/independent practice. Students showed improved story comprehension. (Author/JDD)

Twenty narrative teaching strategies, used by speech-language pathologists in oral and written language instruction with students who have language learning disabilities, are described and categorized by narrative presentation stage. Language focus, grade/age level, and teaching context are suggested for each strategy. (Author/JDD)

Social stories and comic strip conversations were successfully used to teach social skills to a 14-year-old student with Asperger Syndrome. As a result of the training, the student's behavior changed. The student enjoyed using comic strip conversations and began to request their use from others at school and home. (Contains references.) (CR)

Discusses the measurable benefits in reading improvement, language skills, listening skills, and access to material beyond present skills that children receive from teachers reading aloud. Includes guidelines for successfully reading aloud in the classroom and a brief bibliography of sources of good books to read aloud. (HTH)

Stories can help teachers give children models and mores for reflection and growth. This article suggests specific books that deal with lying and provides guidelines for class discussion. (IAH)

Presents teacher-tested techniques for making phonics part of helping students learn to read. Suggestions include writing to read, working with storybook text, using techniques that utilize many senses, and making phonics only one part of a balanced reading program. Resources for obtaining phonics materials are included. (SM)

Stories are one means of communication between people of all ages. The telling of stories or listening to them is a part of a tradition as old as human experience. This guide gives practical advice, curriculum suggestions, and story examples for teachers interested in using storytelling with young children. The following are the sections: (1)…

Details the external and internal elements of book sharing, activities that could follow, and the essential enrichment possibilities. Mentions specific book titles, activities, and goals to provide a guide for the interested teacher or parent. (FL)