Describes a classroom activity designed to teach students how to skim and to read critically that is applicable to all content subjects. (MKM)

Describes a reading program focusing on Newbery Medal and Honor Books developed by a library/media specialist and a sixth-grade reading teacher. Evolution of the group format into an individualized approach is discussed, as well as such positive outcomes of the program as increased enjoyment of reading by students. (BK)

The systems approach to learning used in the majority of classrooms today redefines reading as its component skills. Two different approaches developed by teachers to teach reading as the sum of its components are presented. (JN)

Fifteen teachers report on the literary works they use in their classrooms, as well as the teaching methods used with these works. (RL)

Discusses children's attitudes toward humorous stories, the variables regarding children's sense of humor, and the results of a study examining the relationship between children's grade level and sex and their preference for and perception of select elements of humor. Includes a bibliography of 50 books children might find humorous. (Author/HTH)

Discusses the value of the mystery story in the language class as a source for a variety of exercises and assignments in which students can use grammatical constructions in a natural context. (CFM)

Examines 12 reading texts about Robin Hood, with regard to their content, suitability for various age levels, and language difficulty. The texts are found to be best suited for grades 5 and 6. An evaluation of each text is included. (IFS/WGA)

Suggests a strategy for developing reading habits in the middle school which is based on Grover C. Mathewson's five motives for reading. (MKM)

Optimal classroom read-aloud sessions result from teachers' planning and practice. Important considerations include choosing the right book, prereading, reading dramatically, and choosing authors who have written several books. Books that are sure to go over well include those that let the students get involved, stories that start discussions, and…

Discusses things for teachers to think about when selecting interactive books for their students, for example: whether the review was written by those in the software business or by educators; whether diverse possibilities for school use exist; whether the books are free of gender, racial, and class stereotypes; and whether the interactive book…

Observed use of culturally diverse and Euro-American books during freeplay and naptime in two daycare classrooms. Subjects were 35 children, ages 44 to 65 months, and their teachers. Results indicated that teachers and children used culturally conscious books less often than other types. Introducing these books during group time increased their…

Presents brief annotations of 23 picture books and children's books that focus on literature in which the generations come together--books that celebrate the relationship between young and old; challenge ageist stereotypes; explore the complexities of aging; and deal with the death of a loved one. (SR)

Presents, in the form of a conversation with a vampire, results of a teacher's research on middle school students' reading preferences. Includes a list of favorite books mentioned, favorite authors mentioned, and how students found these favorite books. (SR)

Offers brief annotations of 30 children's books from every genre, published in 1995, and selected as outstanding for their enhancement of language awareness among students in grade K-8. (SR)

Recommends that children, teachers, and parents critically read children's literature to identify and clarify ideological perspectives. Lists types of books for multicultural collections, presents guidelines for critical discussions about books, and identifies types of biases in books. Suggests that children's books open multiple perspectives…