Describes a study which compiled criteria for good books for early childhood from the writings of twelve selected authorities in the field of children's literature and an additional study of a group of educators' opinions of these criteria. (JM)

In order to improve the reading attitudes and literary discrimination of children, we must know both their interests and the best books of the past and present. We must then see that the right book gets into the right child's hands when he has the opportunity to sit down and enjoy it. (Author/GC)

Discussed are criteria for identifying and selecting books written three or more reading levels below interest level. Characteristics of these books are discussed with respect to their appearance, content (fiction and non-fiction), and style. (JPF)

Criteria for choosing biblical reading materials for children are described, including story content, vocabulary, denominational biases, illustrations, and intended use of the materials. An annotated bibliography is provided which includes evaluations based on the criteria mentioned. (CLB)

Reports the development of a scale to assess values in children's books. Applies the scale to Caldecott winners from 1938 to 1986. Concludes that the scale could be useful for research purposes or teacher training classroom exercises. (MM)

Discusses the development of the market for books for infants; presents reasons why even young infants can benefit from being read to; and provides guidelines for selection of appropriate books for babies. The guidelines include sturdiness and developmental appropriateness. A list of recommended books is appended. (SKC)

Clarifies the goal of reading instruction in the middle school and draws on the ERIC database for sources that complete the transition from learning to read to reading to learn. Reports on the suggested emphasis on reading laboratories and the fostering of reading of expository texts. (JK)

Children should have the opportunity to read a wide range of literature, and the fact that there is a wide range of reading programs being published makes this easy to accomplish. (DF)

Presents psycholinguistic views of second language reading which see reading comprehension as a result of an interaction among three factors: higher-level conceptual abilities, background knowledge, and process strategies. Discusses kinds of reading to teach and kinds of texts and materials to select for different proficiency levels and given…

Describes the usefulness of including historical fiction on reading lists in high school history courses. Lists criteria for selection and instructional use of historical fiction, and provides a list of historical fiction appropriate for use in studying certain topics in United States history. (KH)

Because of the short life expectancy of recent books for adolescents, the author recommends examining the field in terms of its history and also calls for learning more about teenage books in general and teaching criteria for judging works. (CRH)

This book offers assistance to those wishing to introduce children to the best literature, for it highlights memorable works and their creators and, as an added bonus, provides glimpses into the history and eponymous figures behind the Newbery and Caldecott Awards. The book uses a calendar arrangement of more than 1,000 "fun facts" as it…

This study examines the core literature in high school book rooms. Has the core literature changed over time with changing demographics? The review of the literature established the existence of a core literature, and that most high school students read from a fairly small list of books. The literature review reveals that students are not happy…

Sharing poems that celebrate books and reading throughout the school year can foster enjoyment of poetry as well as appreciation for reading. A variety of easy to read poems exist that vary from old and new, long and short, free-flowing verse and rhymed verse, and for young children as well as older children. Such poems can be read at odd moments…

This literature review emphasizes teaching from a multicultural perspective with a focus on integrating multiethnic literature into the core curriculum. Multiethnic literature has been defined as literature dealing with peoples of diverse backgrounds within the United States, including African Americans, Asian Americans, Hispanic Americans, and…