Author suggests that childrens books would be more useful to their readers if they were more childlike in language and concept, thereby providing food for non-logical as well as logical thought. (JB)

Reports a 3-year longitudinal study (grades 1 through 3) comparing (1) a basal reader program, (2) a phonics program, (3) a combination program of basal readers supplemented with phonics, and (4) a language arts approach using i/t/a. (MD)

Maintains that traditional summer reading assignments discourage students' pleasurable responses to reading; based on a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 29, 1969). (RD)

An approach to selection of reading materials for classroom use based on experience teaching English as both a first and a second language is outlined. Emphasizes the function of texts as a vehicle for information rather than as a linguistic object, and uses the text's potential value as a prime criterion for selection. Provides framework for…

Books which show children and adolescents coping with current social and family problems are discussed. The books deal with the changing structure of families, divorce, children's loneliness, urban problems, death, and other issues. (PP)

Reviews ERIC materials pertaining to the reading interests of children. (FL)

The pros and cons of using literature in an ESL classroom are examined. It is argued that if literary texts are used, they must be carefully selected and approached in a manner promoting an aesthetic interaction between reader and text. An example of this technique is given. (Author/MSE)

Reveals that there are definite factors fifth- through eighth-grade students consider when choosing books for personal reading, including (1) peer recommendations, (2) movie and television tie-ins, and (3) information provided on the book jacket. (FL)

Presents the pros and cons of including teen romances in the English curriculum. (JL)