Summarizes research on reading preferences of boys and girls, the relationship of these preferences to reading ability, the availability of materials for boys, and the notion of a female versus a male morality. The implications of these factors for building a well-balanced children's collection are also considered. (nine references) (MES)

Argues that real books attract, intrigue, and illuminate their young readers, making them laugh, touching their feelings, and clarifying situations. Argues that real books provide many lessons about reading, about print, about text, and about life. (RS)

Describes an approach to incorporate feminist inquiry into the American literature course. Asserts that this approach creates a learning situation responsive to the needs and interests of all students. (MM)

Describes a workshop in which students read, seek stories to tell, choose one, work through exercises for learning and performing the story, and tell it to one or more audiences. Uses learning logs to prevent the students from abandoning writing during the course of the workshop. (RS)

Discusses the use of authentic materials in developing the reading skills of students in English as a Foreign Language (EFL) and of English for Special Purposes (ESP) classes. An example of authentic material, a magazine article, is appended along with sample exercises. (CFM)

Contends that, because of rising textbook costs and related factors, many college psychology teachers are interested in paperback textbooks. Reports on a review of 11 psychology textbooks. Includes 4 tables of comparison data and a list of the 11 texts used in the study. (CFR)

Describes development of the nonprofit Hug-a Book program to provide preschool sites in impoverished areas of Chicago with quality children's literature. The program assists teachers in planning curricula and literacy-rich environments and helps parents in making books a part of their homes. Suggests appropriate books and criteria for their…

Finds that state-level textbook adoption committee members reported four major unresolved reading issues: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) ability grouping; and (4) use of tradebooks in place of basals. Suggests that the members may lack sufficient specific knowledge of the issues to…

Uses reading responses of a ninth grade class and a teachers' study group to examine the social memberships and constituencies that reading and discussion disclose through the response process. Maintains that teachers should base reading lists on an understanding of their own and students' memberships rather than on some abstract notion of…

Addresses criticism leveled at classrooms that do not use basals or English textbooks by providing justification for use of children's literature and newspapers as sound instructional materials in a comprehensive reading program. (HTH)

The concept of intertextuality refutes the possibility of "direct" (unmediated) experience. Educators can guide student interpretation of outdoor and nature-related experiences by assigning readings relevant to postmodern life. One frequently assigned text fosters inappropriate romantic environmental attitudes. Recommends works of…

Offers 48 brief descriptions and annotations of illustrated children's books about systems--ecosystems, the solar system, communication systems, family value systems, political systems, and "bucking the system." (SR)

Reviews 57 children's books, combining realistic fiction, nonfiction, poetry, literary folklore, and folklore from people and places around the world, that reveal the cultural wonders of the world. Offers suggestions on how to group these books within thematic units. (MG)

Provides an overview of the use of reading aloud as one way to enhance the literacy development of children in preschool and kindergarten classrooms. Shares an annotated list of read aloud stories which were compiled in a year-long field study. (MG)

A comic book (accompanied by an audio cassette) was freely accessible to secondary students of English as a foreign language within a structured class setting of pre- and postreading activities. (10 references) (CNP)