Six educational leaders--Patricia J. Cianciolo, Lee Bennett Hopkins, Nancy Larrick, Alan C. Purves, Morton Schindel, and James R. Squire--offer reflections on signficiant developments in children's literature during the 1970s, their hopes for the 1980s, and references that constitute required reading for elementary language arts teachers. (ET)

This annotated bibliography of recently published children's books contains sections describing picture books, stories for younger readers, stories for intermediate readers, stories for older readers, folklore, poetry and plays, nonfiction, and books of interest to adults. (MKM)

Lists new paperback books, divided according to the following categories: picture books; stories for younger, for intermediate, and for older readers; folklore and mythology; poetry; and nonfiction. Indicates if and when the original edition was reviewed in this journal. (GT)

This is a not-so-serious discussion of accidental patterns involving chance patterns between mathematics and natural laws and accidental patterns involving the numbers "pi" and "e." (Author/SA)

The author traces the development of writing as a therapeutic tool, from its roots in Freudian psychoanalysis and bibliotherapy to current practices in the humanistic psychologies, where poetry therapy, correspondence, and diary-keeping are used as adjuncts to conventional therapies and as vehicles for self-awareness and self-help. (SJL)

Argues lack of encouragement starves the young poet. Describes a teacher's effort to bring an appreciation of poetry and the writing of poetry into a classroom of 9-12 year olds. Suggests specific exercises in using metaphor, comparisons, wish lists, dreams, humor, and rhythm. Also suggests classic poetry for motivating students. (SD)

Presents information on the concept of synesthetes. Focuses on the artwork of Grace Hartigan and her work of art, "On a Tar Roof," an illustration of the poem, "Flashes," by James Schuyler. Includes activities in language arts, visual arts, social studies and history, and science. (CMK)

Notes how as a teacher educator, the author incorporates poems of Langston Hughes in hopes of preparing pre-service teachers to teach diverse students. Shares pre-service teachers' reflections to Hughes' poem "Dreams" in one literature class. Begins with an overview of poetry in children's lives, describes the setting and presents how…

Discusses an interview in which Marcyliena Morgan elaborates on the necessity to analyze both microlinguistic issues of grammar and phonology as well as larger issues of discourse pragmatics and language ideology. The interview touches on African American poetry, the convergence of African American and standard English, and oases and indirectness.…

Describes projects in a teacher education program that involved two courses, one an introduction to the role of literature in teaching elementary school language arts, and the other an introduction to educational technology. Focuses on creating an interest in poetry, using poetic forms, and how students can use technology to explore poetry.…

Advocates three ways of engaging students with literature to develop critical literacy: incorporating young adult literature, responding through the arts, and addressing issues and themes (even the controversial ones). Argues that accessible literature, thought-provoking artistic methods, and genuine, higher-level questions encourage in-depth…

Focuses on the effects of the British National Curriculum and the SATs on teaching and changes in how poetry is examined. States that some teachers view these changes as having a detrimental effect on student poetry experiences, while others see a positive advantage in the changes. (CMK)

Describes how poetry can be used with the different types of creative drama, including finger plays, pantomime and movement, Readers Theater, sensory awareness, storytelling, choral reading, action poems, role playing, and characterization. (MG)

Argues that as reading is taught increasingly as a tool, the delight that comes from personal literacy is becoming obscured. Argues that bringing personal values and experiences to poetry is an important way for students to discover the meaning of a poem. Describes how students can "map" their reading journey. (RS)

Drawing from personal experiences of catharsis in the reading of literary works, presents a new and broader theory of reader response. Considers the classical distinctions that have been made about the nature of response, arguing that the disturbing trends in contemporary world events must set the context of current readings. (DMM)