Proposes that the Internet can be a valuable source of information for teachers who use or plan to use Readers Theatre in their classrooms. Provides a brief description of Readers Theatre and its many benefits for literacy learning. Describes Internet sources for scripts and for information on implementation, additional classroom applications, and…

Explains that comprehension is a mental process that depends on prior knowledge, experience, and information in the text. Contends that fostering the development of children's comprehension abilities is one of the most critical roles of an effective teacher. Describes websites that provide information on comprehension as well as sites that provide…

Suggests a pragmatic framework for reading instruction that attends to the needs of learners aged 11 to 14 years who struggle. Explains that five practices--daily oral or shared reading, guided reading in flexible groups, word study, self-selected extended reading and writing, and explicit comprehension strategy instruction--form the basis of the…

Suggests that many of the current instructional practices that use children's literature in the elementary classroom derive from "modernist" theories of meaning, readers, texts, and contexts which do not reflect the transactional nature of reading, perspectives from reader response, or various critical theories. Describes three theoretical…

Explores the following two questions: what counts as text in classrooms in the United States?; and how are texts used by both teachers and students for the purpose of learning? Notes that the authors hope to begin an online dialogue by posing some initial questions and inviting readers to respond to them. (PM)

Contends that secondary students with reading difficulties usually avoid reading, which contributes to their lack of academic success. Describes a unit in which students read a play and a story that included scenes of courtroom drama. Concludes that the students were highly interested in the reading, in using newspaper articles and online…