Investigated (1) whether young children can extract a story's main idea, (2) how much they can recall from stories, (3) whether their recall is related to the main theme, (4) whether recall occurs in logical sequence, and (5) from which part of a story more ideas are remembered. (Author/DB)

Correct speech usage and good reading skills are the most important tools an individual can ever acquire. Every child deserves a chance to gain them through thoughtful, expert teaching. (Author)

Studied effects of three conditions on fourth-grade students' vocabulary acquisition: (1) listening to stories, with brief explanation of unfamiliar words; (2) listening to stories with no explanation of unfamiliar words; and (3) having no exposure to stories or to word explanations. Found that simple word explanations in the context of an…

This article describes strategies for using storybooks to facilitate emergent literacy. It begins by providing background information about three areas of emergent literacy: oral language, phonological awareness, and print awareness. It then describes how teachers can facilitate the development of these three areas through purposeful, yet playful…

This article presents a unit of fun and developmentally satisfying activities, using familiar folk stories focusing on threesomes. Each example involves story time, block center, art center, dramatic play, listening area, math and manipulatives center, folder game, group times, cooking, writing center, discovery center, and the music and movement…

Points out that there are too few stories in textbooks. Argues that literary memoir can and should be a powerful supplement to the normal fare in history classrooms. Suggests a number of books that can be used. Notes that it is necessary to appreciate the conditions that influence individuals' range of choices of behavior in their time and…

Argues that it is possible for stories to both entertain the reader and teach reading techniques. Suggests that the apprentice approach to reading instruction, using good stories and with judicious intervention by teachers, can be rigorous. (MG)

Stories can help teachers give children models and mores for reflection and growth. This article suggests specific books that deal with lying and provides guidelines for class discussion. (IAH)

Presents examples of two kinds of stories with a repeating pattern: those that repeat nonsense phrases, and stories that end right back where they began. Provides two copyable work sheets designed to help students create their own pattern stories. (RT)

Describes a discussion between Cleanth Brooks and Eudora Welty about the state of the story in today's fiction. Characterizes the narrative form as the spine of literature. Points out that, too often, contemporary writers neglect this form of writing and instead emphasize a type of prose poetry. Notes that authors today overemphasize the present…

This article suggests activities which utilize Halloween as a theme for teaching analytical reading of fairy and folk tales. A reproducible activity sheet is included. (IAH)

Reviews several theoretical perspectives and presents data pertinent to what makes a story likable. Examines the contribution of two story characteristics to adults' and elementary students' ratings of story liking and storyhood: the importance of the goal the protagonist pursues and the difficulty of attaining that goal. (JAD)

Describes the successful use of Reading Recovery paired with authentic, high interest reading and the Language Experience Approach with a high school remedial reader. (SR)

Presents teacher-tested techniques for making phonics part of helping students learn to read. Suggestions include writing to read, working with storybook text, using techniques that utilize many senses, and making phonics only one part of a balanced reading program. Resources for obtaining phonics materials are included. (SM)

A special section examines the advantages of using big books with young children. One big book author discusses her work, noting the importance of big book reading. Other authors present teacher-tested tips for using big books, titles of big books, and ideas for do-it-yourself big books. (SM)