Presents brief annotations of 39 children's books, for children ages 3 to 10 and up, which all invite conversation. (SR)

Presents brief descriptions of 32 children's books (published in 1999) that promote discussion of compelling characters, concerns of children, familiar stories, text and illustration with others, and tough choices. (SR)

Presents brief descriptions of the eight books for young adults on the 1999 Honor List annually compiled the authors. Offers descriptions of the eight books. (SR)

Discusses five books that deal with selecting and sharing books with children, books which are useful to parents, teachers, media specialists, and librarians. Addresses: nonfiction, young adult literature, using folktales with young adults, choosing books for children, selecting books for elementary school libraries, and choosing books for…

Argues for the use of literature about characters with disabilities in introductory education/special education courses. Provides a 91-item list of such works. (RS)

Details guidelines for selecting books for young children in child care settings. Describes categories of children's books, including ABC books, counting books, and wordless picture books. Provides suggestions for preparing books for use by young children, and delineates steps for planning book experiences with young children and teaching children…

Presents resources for finding young adult (YA) reading material. Lists and describes 19 websites and mentions several print resources. Annotates 11 new or overlooked YA books worth reading. (SG)

Presents 13 works of nonfiction (published between 1993 and 2001) with strong appeal to middle level students. Notes that the books range in form from the essay to expository text to memoir and biography and cover everything from politics to slavery, from athletes to art. (SG)

Presents student responses to nonfiction literature of the Vietnam War. Describes reasons for teaching the nonfiction literature of the Vietnam War. Concludes that this literature is accessible and engaging to students, and it deals with issues that speak to students in powerful ways. (SG)

Gives resource suggestions for teachers who have decided to include literature that will build, rebuild, or develop lifelong readers, relevant to the age of those in "the middle" birth order, and who are determined to address the immediate concerns of life--from the vantage point of what it looks like to their middle school students. (SG)

Presents a young adult resource list of about 20 items for teachers. Suggests resources--organizations, Web sites, and print materials--that high school teachers might find useful. (SG)

In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By…

According to the 2004 National Assessment of Educational Progress, males who have made it through 12 years of school have significantly poorer reading skills than their female peers. In every age group, boys have been scoring lower than girls annually for more than three decades on U.S. Department of Education reading tests. The longer boys are in…

This article presents the results of two studies; the first of which offers insight into how three African American boys did and did not utilize a critical literacy stance to interpret texts while the second gives specific suggestions for how teachers might select and use texts in ways that foster students' critical literacy abilities. Results…

School administrators and teachers need to recognize that most persons--including would-be censors of school-related media communications--simply do not understand the complexities germane to measuring the impact of the mass media and the specific messages transmitted to broader audiences via a variety of media channels. In particular, what most…