Notes that less than 1% of the new Prentice Hall American literature textbook, "The American Experience," is devoted to works by writers with Hispanic surnames. Offers two guidelines for the selection of literature outside the anthology: independent choice by students and teachers; and indigenous literature which arises from students'…

Uses the examination of materials designed to teach critical reading to review the three criteria discussed in previous Instructional Resources columns: content validity, transfer potential, and amount of reinforcement. (MG)

Discusses a list of books of varying lengths and difficulty that the reading teacher can use to help reluctant readers find that all-important breakthrough book to discover what reading can do for them. (KEH)

Reviews 46 children's books which offer an introduction to the world of visual art as well as the verbal art form. (MG)

Discusses the effects of social change on children and the importance of acknowledging the emotional aspect of learning. Suggests the use of bibliotherapy to provide children with appropriate books to meet their social and emotional needs. (MG)

Reviews a study which shows that guidance for selecting books in the classroom has increased. Considers children's self-selection strategies as a function of the instructional program. (MG)

Argues that scanning a nonfiction book helps students (1) realize they can read parts of a book to obtain information; and (2) practice skimming, scanning, and library skills. Relates that students began checking out more books on topics of interest and began to realize how they can use books to learn. (RS)

Describes how a two-semester sequence of college freshman composition can be built around material relevant to hearing-impaired students, using group-directed assignments and strengthening students' motivation as readers and writers. (MM)

Provides a list of picture books suggested for middle school libraries and presents methods of introducing these books in order to assure acceptance by less fluent and reluctant readers. (NH)

Invokes an analogy between navigation and literature appreciation, suggesting how books can help students find their way and navigate in the future. Argues that reading teachers need to be enthusiastically familiar with all literary genres so that they can help students see books with an eager and expansive eye. (RS)

Urges high school English departments to integrate literature by and about women into the English curriculum. Describes several activities that bring this literature into the classroom, and provides a list of available materials to balance the curriculum. (MM)

Describes an approach that pairs every male-authored novel, play, short story, or poem taught in the English curriculum with one written by a woman. Illustrates this approach in a course pairing Emily Dickinson and Walt Whitman. Provides an annotated list of works that examine the subject of gender issues in schools. (MM)

Describes how basals help translate research into practice (responding to changes in theory), and provide on-the-job training for teachers. Notes that although continued revisions of basal series are necessary, they are useful for teachers who do not have time, energy, or expertise to develop reading materials and activities. (MM)

Discusses a child who failed to make sense of the graphophonic, syntactic, and semantic cuing systems of English until he was exposed to a literacy-rich, whole language classroom. Argues that teacher education programs need to be intentional about adequately preparing preservice teachers to go beyond the selection of good children's books. (RS)

A close look at college reading lists and publishers' best sellers reveals that classics remain an essential part of the English curriculum at most schools. The popularity of the Bible and Cliffs Notes of classics confirms the interest in classic works. (SLD)