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…

Proposes that the role of a teacher is to empower students. Provides two examples of fiction dealing with rape. Concludes that by studying these stories, students can develop an increased understanding for victims of rape and change the sociological conditions that allow rapes to continue. (PM)

Notes that teachers who teach short fiction must consider several things when choosing which works to teach. Describes criteria the authors use when selecting works for their literature classes (World Literature Survey, American Literature, and Principles of Literary Study). Concludes by affirming the importance of choosing short fiction. (SG)

Considers student response to nonfiction Vietnam War literature and discusses why students should study Vietnam War nonfiction. Presents strategies for teaching nonfiction Vietnam War literature. Presents follow-up research and writing activities that are designed to enable students to connect reading, writing, and thinking. Concludes that the…

Describes a study of book preferences among 190 first graders. Indicates that Hispanic and non-Hispanic students were more alike than different in their preferences. Concludes that an overwhelming majority selected informational, rather than narrative books. Notes that this finding counters notions that young readers prefer stories and desire…

Notes that children's books are a valuable source for teachers to bring topics before their students, begin discussions that promote the acceptance of special needs learners, and teach children about the differences that individuals bring to learning situations. Presents annotations of several books that deal with subjects that can be difficult…

Presents annotations of 30 trade books for children and adolescents that teachers find to be exceptional in curriculum use. Includes books for primary, intermediate, and advanced level readers. Describes how the books were chosen. (SG)

Shares some novels that can reinvigorate a "dormant reader." Presents annotations of nine titles and some additional titles related to the main nine titles. (SG)

Considers how the Harry Potter books help students and adults cope with the struggles of life. Presents several cases in which these books have helped specific students in important ways. (SG)

Describes the results of one part of a two-year-long classroom study of sixth graders' engagement with and responses to nonfiction trade books. Considers what motivated these sixth graders to read the nonfiction titles they chose for small-group and voluntary reading. Concludes that when students are given the opportunity to select nonfiction…

Twenty teachers of the hearing impaired, who judged primary reading interest areas for 82 students (ages 9-12), were only moderately accurate in judging their students' reading interests. Teachers based their judgments on such factors as children's book choices at the library, interests expressed during classroom discussions, television interests,…

Annotates and reintroduces teachers to 68 trade books which are suitable for reading aloud; some are old favorites, some are recently reissued, some celebrating milestone birthdays, and a few have never gone out of print. (MG)

Describes six criteria for evaluating materials that will be addressed in forthcoming columns: content validity, transfer potential, adaptability/flexibility, amount of reinforcement, quality of directions and instructional language, and bias. Uses this criteria to evaluate "First-Start Read-Along Program 5," a reading series for primary students.…

Described are methods of teaching braille to adolescents recently become blind, emphasizing the uniqueness of the individual, characteristics of the individual based on the cause of the blindness, possible resistance to learning braille while some vision remains, selection of appropriate training materials, and techniques for building up speed in…

Offers a five-point checklist that educators might use to determine the content validity of materials labeled whole language. Recommends "The Whole Language Sourcebook" and the "Story Box" program as high content validity materials. (MG)