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)

Discusses the value of literature and reading aloud in developing critical thinking skills and suggests several books to supplement the basal textbook. Ten references are listed. (MES)

Discusses ways that parents can help young children acquire reading skills without directly teaching them to read. A list of books for beginning readers, parent-child activities, and an annotated list of three books for parents are included. Two references are listed. (MES)

Looks at the performance of children's literature by college students with respect to the value of reading to young children, selecting and performing the literature, purposes of a unit or course in the oral interpretation of this genre of literature, and some practical performance considerations. (PD)

Presents an annotated bibliography of four book selection aids for read-aloud books and nine selection aids for other books for children. The importance of literature for children is discussed, and librarians' and teachers' roles in acquainting parents with book selection aids are described. (LRW)

This book brings together 48 read-aloud stories that parents and teachers can share with children ages 5 through 9. Each story in the book has its own introduction and suggestions for further reading. Sections of the book are: Tell Me a Story!; Tales from Long Ago; School Days; Food for Thought; Families; Folk and Fairy Tales; Animal Tales;…

Created for teachers, parents, storytellers, and anyone who works or plays with young people, this collection of 29 stories for children (and adult children) grew from the belief that the chance for survival of humanity in these difficult times may be improved by having stories grow in the hearts of the world's children. The stories in the…

Despite periodic efforts, traditional social studies teaching methods continue to be used in grades K-6. Research suggests that elementary students do not like or value social studies when these traditional methods are used to organize and teach its content. The goals of the social studies curriculum in grades K-6 are to transmit citizenship…

This project is designed to engage families in shared literacy activities. The K-2 students take turns taking home a book bag that includes a stuffed toy, a book, art supplies, a topic to discuss with their families, and a journal to share their thoughts and ideas. Through the experience they build positive memories of literacy activities. During…

Describes how elementary teachers can give students a boost in content area reading by reading aloud paired nonfiction and fiction text sets, explaining: why nonfiction is so important; how to teach children how nonfiction works; how to carry out a paired text read-aloud; and how to look for evidence of learning in the reading/writing workshop.…

A special section examines the advantages of using big books with young children. One big book author discusses her work, noting the importance of big book reading. Other authors present teacher-tested tips for using big books, titles of big books, and ideas for do-it-yourself big books. (SM)

The 15 adapted fairy tales presented in this book were prepared for use in practicing oral reading by a parent and a child, a teacher and a child, or two children, one of whom reads slightly better than the other. The stories in the book are arranged in dialogue format for two readers. The high interest/low readability stories in the book are…

Regardless of a child's experience with or exposure to books when he or she enters elementary school, teachers can greatly extend a child's literacy development through interactive classroom read-alouds. Reading a story aloud presents endless opportunities for related activities such as classroom discussions, role plays, shared readings, group…

Illustrates the importance of rereading a story to children several times, enabling them to grasp its significance and meaning. (HTH)

Details the external and internal elements of book sharing, activities that could follow, and the essential enrichment possibilities. Mentions specific book titles, activities, and goals to provide a guide for the interested teacher or parent. (FL)