Argues that secondary school students should read complete literary texts, rather than excerpts. Discusses why reading whole texts is important. (MM)

This article explains to parents how school book clubs operate and the benefits which accrue to students, parents, and teachers. These clubs allow students to purchase low cost books by mail. A review of four major school book clubs is included. (IAH)

Presents a list of 18 books chosen by teachers, college professors, and publishers as the best young-adult novels of the 1980s. (SR)

Presents student-written reviews of 28 children's books. (RS)

Discusses five issues involved in selecting books for independent reading. (SR)

Argues that students need to achieve meaning from content area reading. Claims that comprehension of reading materials must be in evidence. Discusses various procedures designed to assist students achieve meaningful reading experiences. (HB)

Presents the annual "Honor List" of books for young adults for 1997. Offers substantial descriptions of eight books with an unlikely assortment of heroes. (SR)

Presents brief annotations of 46 children's books that explore memories of childhood, memories of love, keepsakes that capture those memories, memorable tales from long ago, memorable journeys, times that are painful to remember, and heroes and heroines who have provided hope and change in a troubled world. (SR)

Selects and annotates 10 "landmark" books in children's literature. Suggests there is danger in creating a group of "classic" tales that can be read or taught to the exclusion of others. Reminds that other books may well be better for many purposes. Encourages others to create, share and publish their own lists of influential books. (SG)

Presents 11 titles selected for the 2000 Honor List for young adult literature. Notes that the books were selected by combining their favorites with the best-book list compiled by the editors of such publications as "School Library Journal,""Booklist," and "Horn Book." (SG)

This paper reports on the inclusion of extensive reading in three separate 12-week courses taught by different teachers on an EAP programme at a New Zealand university. The inclusion of extensive reading was experimental and sought answers to two questions: would students respond positively to the extensive reading component, and how could…

This report shares the findings from a nineteen-month study of The Big Read, an initiative of the National Endowment for the Arts, in partnership with the Institute of Museum and Library Services and Arts Midwest, designed to restore reading to the center of American culture. Piloted in early 2006 and launched nationwide later that year, The Big…

This article describes an approach to developing student reading materials that support middle school learners in a project-based, inquiry curriculum for grades 6 through 8. Reading materials are designed to encourage sense making beyond the classroom, as students read and write about science as it takes place in a classroom and as it occurs in…

The author identified books most often selected among a sample of economically disadvantaged Black 8- to 12-year-old participants (N = 293) and investigated reasons participants offered for choosing specific books. Participants self-selected books at a book fair providing 412 books. The most commonly selected books supplied descriptive data.…

Reading aloud is an accepted and effective practice in early childhood settings, often taking place several times a day. Research has shown that reading aloud children's literature facilitates literacy development in young children and promotes a love of books and reading. In fact, many children begin to learn to read through their responses to…