Discusses books chosen by teachers to read themselves during sustained silent reading. Selections are arranged under the following headings: professional books, activities books, and children's literature. (FL)

Describes a summer reading program that requires each high school student to read one carefully chosen background work, not a textbook, for each course to be taken in the fall. Sample titles in mathematics, science, and art are provided. (SJL)

Discusses how reading literature should be taught in cultures different from the United States as well as in the United States. (Author/RK)

A library of teacher-tested ways to interest kids in books. (Editor)

Explores the educational contexts in which boys and girls make their reading choices. Finds that girls read more and read narrative fiction almost exclusively, while boys read less but in a wider number of genres. Examines the effect that teachers or curriculum have in supporting or challenging gender preferences for reading material selections.…

Censorship attacks on books are growing more common in school classrooms and media centers, as well as in the nation's public libraries. School board members can take steps to keep intellectual freedom alive. (MLF)

Presents an interview with Mem Fox, a teacher educator and children's book author well known throughout the world. Discusses writing books for children, and the mistakes she made early in her career as a writer. Notes that Mem is a tireless advocate for meaningful literacy instruction, and her "Radical Reflections: Passionate Opinions on Teaching,…

Describes using read-alouds to entice reluctant high school readers. Discusses beginning read-aloud guidelines, titles that work (both listing and discussing numerous titles), adjustive guidelines, and effects on students. (SR)

This article reviews six texts published between 1998 and 2002 that might be used in introductory courses in early intervention and early childhood special education. It offers an analysis of distinguishing features of each book, a comparison of components across texts, and suggestions for choosing an appropriate text. (Contains 6 references.) (CR)

Contends that literature is a means by which people are constructed as social beings. Proposes accomplishing this by teaching students to read critically and interrogatively. Concludes that English teachers need to nurture skills, attitudes, and habits of critical reading in students. (PM)

Describes a year-long study in a combined fourth- and fifth-grade classroom that observed student participation in literacy learning activities. Notes that as students participated in reading, writing, and talking about quality literature, they learned to make sense of texts by using contextual clues and connecting the reading to their own…

Suggests that one way for English teachers to have students explore relationships between literature and science is to have them read and write about fiction with scientific themes. Outlines units that create chances for students to bring together the literary arts and the sciences into one classroom. (MG)

Explores the validity of skill hierarchies in reading comprehension. Finds no differences in comprehension skills between subjects receiving or not receiving comprehension skills instruction. Argues for a unitary or holistic view of reading comprehension. Argues for increasing the time students spend reading self-selected materials. Suggests…

Counters Donald Barr's assertion that works such as J. D. Salinger's "Catcher in the Rye" and William Golding's "Lord of the Flies" are unfit reading material for adolescents ("Should Holden Caufield Read These Books?""New York Times Book Review," May 4, 1986). Shows how these works address adolescents'…

Discusses the use of adolescent literature in the English curriculum as an appropriate forum for exploring the moral and social values of sexuality. Several books that deal with sexuality and homosexuality are reviewed and criteria for reading material selection are discussed. A reading list is provided. (8 references) (CLB)