Uses two formulas developed for Spanish language text to analyze 9 stories that were read by 36 Spanish-speaking second graders with limited English proficiency. Finds that the Spanish readability formulas only weakly predicted student performance, indicating the need to pursue broader, qualitative indices of difficulty for Spanish text. (SG)

Explains the rationale for including short fiction in the curricula for two college developmental reading classes and describes the features of the anthologies used. Suggests the use of the middle and the advanced levels of "Best Short Stories" published by Jamestown Publishers. Notes that these anthologies contain features that make…

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…

Discusses the importance of using picture books to encourage development of gender role equity. Provides guidelines for selection of children's literature with capable female characters. Includes examples from recently published picture books. Presents discussion questions that teachers might use to help students focus on female character…

Presents annotations of 30 titles and 4 "related literature" titles for each of the 30 main selections. Selects titles that deal explicitly with language, such as plays on words, word origins, or the history of language; demonstrate uniqueness in the use of language or in style; or invite child response or participation. (SG)

Presents annotations of 30 titles selected for the 2002 Notable Children's Books in the Language Arts. Notes that the works share one or more of the following characteristics: deals explicitly with language, such as play on words, word origins, or the history of language; demonstrates uniqueness in the usage of language or style; or invites child…

Presents an annotated bibliography of nine books that kids think are great. Recommends the books on the basis of pure enjoyment. (SG)

Notes that resources for the King holiday and Black History Month abound, and many Web sites provide interesting information along with reading lists for teachers and students. Discusses about 20 books that the author has read most recently or has found to be worth rereading. (SG)

Discusses how a mother's efforts to encourage her children to read in English as a foreign language were not successful until she allowed the children to select their own reading. Concludes that self-selected reading resulted in clear improvements in attitudes toward English reading and obvious gains in English competence. (SG)

Discusses how although the author knew she only had meager training in teaching multicultural literature, she was committed to teaching it because she believes in its importance and influence on impressionable minds. Describes an incident where she was confronted with an anonymous note criticizing her teaching of African American Literature. (SG)

The multitext approach to teaching reading to diverse groups of adults involves the teacher in selecting a topic and several books. Students follow a seven-step process that actively engages them in defining their knowledge of the topic and taking responsibility for choosing a text and reading to answer questions about the topic. (SK)

Identifies the elements of science fiction that might appeal to adolescent readers and offers suggestions for developing innovative book talks on science fiction books. A bibliography of 133 books, categorized by subgenres such as hard science, space travel, and mysteries, is provided. (eight references) (CLB)

Argues that to personalize the social studies for students, textbook units of study should be accompanied by well-chosen, related fictional readings. Argues that teacher-directed activities focusing on the fictional stories can reinforce concepts, attitudes, and skills in the social studies for students at all grade levels. (RS)

Discusses the advantages of using wordless books in language arts instruction. Suggests several activities to use in conjunction with wordless books, including composing oral stories, dramatizations, and oral reports. Recommends several wordless books, providing publishing information and a brief description of each. (MM)

Discusses the ways in which poetry can be used to highlight literary aspects of children's books, such as characterization, locale, mood and archetypes. Suggestions are offered for the selection and use of poetry by teachers and librarians. (23 references) (CLB)