Offers eight short essays written by English teachers recommending nonfiction books that they use successfully in their high-school classrooms to grab students' interest, to provoke lively discussions, and to offer refreshing models for student writing. (SR)

Describes how and why the author and his colleagues used reading conferences to assist upper-grade elementary students who struggle with reading. Describes teaching readers to choose books wisely; coaching them in thinking about the text while figuring out print; the usefulness of interruptions and word-building; working with writing; and keeping…

Finds that children with special needs like the same kinds of books as other children and should be allowed to choose their own books for pleasure reading. Shows that, in addition to topic/subject matter, writing style, cover/illustrations, characters, and back-of-the-book summaries, these students also considered title, length of book, movie/TV…

The history of series books is traced from their appearance during the Civil War to the present time, along with published comments from librarians about the suitability of these stories for children. A recent sampling of opinion from youngsters about their interest in series books is compared with some responses from librarians. (AEF)

Presents brief annotations of 25 outstanding books for children and young adults (published in 1996), chosen as quality literature that is culturally authentic and rich in cultural details and that celebrates both diversity and the common bonds of humanity. (SR)

Offers pointers for librarians and teachers to help them make the opportunity to recommend reading material to college-bound students a positive and rewarding experience rather than a frustrating one. Discusses lessons learned while working with motivated teen readers; discusses finding books to pair with readers; and lists numerous resources to…

States that Great Britain's National Curriculum pre-20th century list of prescribed authors is overloaded with unrealistic choices. Reports on a small-scale survey of actual choices made by teachers from this list. Calls for further research. Discusses teaching treatments of actual texts and makes a case for recognizing the work of the poet John…

Argues that elementary school students need more experience with nonfiction reading materials. Describes how teachers can promote this by reading to children every day; systematically including nonfiction books, magazines, and other materials; encouraging children to include nonfiction reading during their daily silent reading time; and making…

Argues, from the author's experience and with supporting quotes from many teenagers, that modern retellings of classic fairy tales can be very popular with teenage readers. Discusses numerous such stories, and offers an extensive list of retold fairy tales, organized into: Cinderella stories, Beauty and the Beast stories, Sleeping Beauty stories,…

Presents brief descriptions of 25 children's books that will engage teachers and children in: appreciating cross-cultural and multicultural families; understanding nontraditional families; meeting intergenerational and extended families; dealing with cultural conflict through humor and realism; and enjoying feasts of language play and…

Offers a short introduction to this new column and then offers brief annotations of 36 books of children's literature divided into 4 groups: books that lead to lively conversations, that support beginning readers, that enrich the teaching of history, and that enrich the teaching of science. (SR)

Presents brief descriptions of 36 children's books (published in 1999 and 2000), organized around the theme of the various ways readers respond to text and illustration. Presents the books in the following categories: questioning "who am I?"; interaction; interpreting the world; gaining insight; assuming responsibility; and taking action and…

Discusses three award-winning novels for young adults that are very popular with school teachers: "The Giver" by Lois Lowry, "Out of the Dust" by Karen Hesse, and "Holes" by Louis Sachar. Examines the quality of plots, characters, and themes but also considers the artistry in details and emotional impact. Offers…

Considers the use of literature circles beyond the scope of fiction reading. Discusses literature circles' use with biographies, information books, essay collections, science adventures, travelogues, biographies, muckraking exposes, memoirs and even content area reading. Notes that teachers have an immediate incentive to try nonfiction literature…

Describes how a single positive experience in self-selected reading of children's books resulted in a profound change in attitudes toward recreational reading among Korean teachers in English as a foreign language. Concludes that after the experience, nearly all teachers reported they were interested in using sustained silent reading in their…