Argues that encouraging students to read across texts (to make connections among their various reading experiences) promotes deeper understanding and response. Poses and discusses four scaffolding questions to guide teachers in making decisions about activities that facilitate reading across texts. Includes a list of children's books and an…

Presents annotations of 29 outstanding trade books published in 1993 (chosen by the Language Arts Committee of the Children's Literature Assembly of the National Council of Teachers of English) for enhancing language awareness among students in grades K-8. (RS)

Provides a list of books considered by scholars to be important for African American college freshmen to read. The recommendations are accompanied by reasons as to why these books may have a profound effect on the lives of these students. (GLR)

Examines the differing frames of reference and world views of classroom teachers and school librarians. Considers various values and criteria used when making book selections and the roles of both teacher and librarian in such decisions. Discusses whether student reading is mediated or unmediated. (HB)

Discusses some of the best of the vast amount of folklore that has been published in 1989 and early 1990. Identifies and annotates 45 children's books and 10 poetry collections. (MG)

Describes problems with the "person-on-the-street" perspective as it relates to use of basal readers series in the classroom. Investigates why widespread use of the basal series continues to dominate reading instruction. Suggests recommendations for change in reading instruction. (MG)

Provides response of one college professor specializing in children's literature to the question, "What would I teach if I had only six months left to teach?" Considers a wide range of children's texts, and presents a list of books deemed most valuable for college students to read. (HB)

Presents an analysis of 30 children's picture books with ecology themes, intended for teachers who wish to use such books to motivate children to be problem solvers in matters involving their planet. Includes an annotated bibliography of the 30 books analyzed. (SR)

Discusses the way that realistic fictional narratives are an effective reading material for adolescents who are uninterested in reading. Provides an extensive list of short realistic novels that all tackle real issues faced by today's teen. (HB)

Compares readability levels of the recreational reading books selected by fourth graders. Finds that the students chose books from their school libraries and read (or chose not to read) books on all their reading levels. Concludes that students read books related to their interests, regardless of the book's readability or the student's reading…

Presents brief descriptions of 45 books for children that can speak to the future for young readers through their concerns about growing up, ways to deal with changes, experiences that broaden their horizons, consideration of how the past can inform the future, and possibilities presented in fantasy. (SR)

Describes 12 critical-thinking books that instructors could use as supplements in psychology courses. Observes that, although the breadth and depth of most of these books limit their use in a one-term introductory course, they fit comfortably into two-term courses. Suggests alternative ways to incorporate supplementary books into the psychology…

Discusses ways that educators can encourage the developing of decision-making skills in literacy learning by demonstrating how to select appropriate reading materials, providing time for reading immersion, reading aloud a wide variety of resources, and fostering the use of tape-recorded books. (Author/CR)

Offers eight short essays written by English teachers recommending nonfiction books that they use successfully in their high-school classrooms to grab students' interest, to provoke lively discussions, and to offer refreshing models for student writing. (SR)

Describes how and why the author and his colleagues used reading conferences to assist upper-grade elementary students who struggle with reading. Describes teaching readers to choose books wisely; coaching them in thinking about the text while figuring out print; the usefulness of interruptions and word-building; working with writing; and keeping…