In this article, the authors propose a revised way of thinking about reading levels, one that promotes a wider and more flexible view of teacher decision making about the use of leveled texts in classrooms. They share five key principles to consider when looking at the use of instruction that involves matching leveled materials with readers.…

This article shares findings from a collaborative, qualitative research project investigating what happens to first and third graders' comprehension of picturebooks if we intentionally teach them the language of art--Elements of Art and Principles of Design. Work with the art teacher and two classroom teachers transformed the traditional picture…

In this paper, the author looks at how she attempted to teach her students--preservice teachers--to engage in dialogic conversation about gay and lesbian identity using children's literature with gay and lesbian characters as a jumping off point. Through her analysis, the author has identified two requirements for dialogic conversation among…

Discusses potential dangers in the current move toward literature-based instruction across the curriculum. Calls for educators to help students understand that there are different stances one can take in reading a text and not to mislead them by treating literary works as if they were intended to be read "efferently." (MG)

Recently, transactional reader response theory has been criticized for providing an inadequate theoretical guide for the study of multicultural literature. Some scholars argue that Rosenblatt assumes the reader and her response to literature are ideologically innocent and the continuum of aesthetic and efferent stance does not encompass critical…

Presents a series of lessons for a U.S. history class on Christopher Columbus's "discovery" of America. Notes that this approach teaches students to evaluate critically the historical information presented in their textbooks. (MM)

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Offers guidelines for using literature in the primary classroom. Shares the experiences of first graders with the book "Owl Moon." Notes that it is important to retain the essence of the story--to demonstrate for young readers how readers connect with books. (MG)

Illustrates how social interaction with high quality literature can foster the literacy process of responding to literature with the student's own voice. Demonstrates ways that particular instructional processes can foster critical literacy processes as students share their interpretations of quality literature. (MG)

Reports on participant-observation in a third- and fourth-grade classroom in which students learned to read science texts with both "efferent" and "aesthetic" reading processes. (HTH)