This annotated bibliography focuses upon works suitable for use with disadvantaged children. Books, stories, poems, films, and recordings are listed separately for preschool children and for age groups 5 to 8, 9 to 11, and 12 to 14. A concluding section lists other useful resources for adults working with children. (AA)

The effects of modeling procedures on the reading selections of gifted and nongifted students were examined in a group of ten gifted sixth graders, eight gifted fifth graders, and eight nongifted fifth graders. Both adult and combined peer/adult modeling procedures were investigated. Data on selections from the 150 books available in the classroom…

Raises questions about the readability criteria used by publishers and editors of reading textbooks in selecting and assembling materials for middle grade reading texts. (RL)

Methodological problems have plagued evaluation researchers in their attempt to provide data for making decisions about selection of curricula and instructional materials. This report describes how two methodological problems were handled to assist a city school district derive meaningful data and apply findings to the selection of a basal reading…

Describes the development and the components of an instrument designed to assess the contents of educational materials. (JM)

Reviews 13 supplementary reading material series--including Impact on Reading, Project Achievement, and Be a Better Reader--useful for providing instruction and practice with a variety of comprehension skills. Includes evaluative comments for each series, noting series' emphases, levels, and publisher. Observes that materials can be used in…

Presents an interview with Dr. Jerome C. Harste, professor of language education at Indiana University, concerning current developments in the teaching of language arts. Topics discussed include self-reflection in learning, empowerment, and reading and writing connections. (MM)

Argues that reading of just any kind is not enough to stave off the effects of television. Contends that the reading must involve quality books, rather than mass-marketed, instantly gratifying books geared to the lowest common denominator. (JK)

Recommends Louis L'Amour's books to adolescents on the basis that the books will motivate them to read more, expose them to a strong advocate of the value of education, and stimulate interest in the classical literature referenced in L'Amour's works. (SRT)

Notes that primary and intermediate grade teachers rely heavily on basal readers for instruction and offers the advantages of and guidelines for using a skill trace approach to tracking selected skills across the program, as an evaluation strategy.NH)

Recounts efforts by the author and others to shift reading instruction from dependence on basals to the use of trade books and a greater range of choice for students in selecting reading materials. (HTH)

Describes bibliographies and review sources useful in locating and evaluating children's literature about the environment including the Educational Resources Information Center (ERIC), dissertations, periodicals, organizations, and individuals. Provides addresses and subscription or publication information for several sources. (LFL)

Points out that the use of the library is an important part of the educational process and that teaching recreational reading and browsing skills should be mandatory.(EL)

Outlines criteria for selecting books for a unit on moral thinking and presents a generic study of questions and activities to accompany a wide variety of appropriate books. (HOD)

Describes five categories of reading material appropriate for students in grades seven through nine: books about daily life, stories in other media, books in a series, books within a genre, and guessing books. (HOD)