In the last ten years, historical fiction picturebooks have won numerous children's literature awards and have assumed a prominent role in the literacy landscape of elementary and middle school classrooms. Whether read in read-alouds, study groups, as a focus of genre study, or as a supplement to the social studies curriculum, historical fiction…

This article explores how reading strategy instruction that targets children's literature can unwittingly interfere with the development of a reading life. It compares the use of story-based children's literature for reading strategy instruction with the "untaught" story. It asks: What, if any, role does a read aloud that is unfettered by formal…

This article presents a review of the author's long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public…

Two first-grade teachers and a university researcher study children's inquiry-oriented responses to literature to better understand how children's experiences during read-alouds (and in related, later conversations) help them enlist others in their efforts to make sense of race. The authors argue teachers should be making spaces for children's…

Examines how nonfiction read-alouds can enrich elementary children's literacy learning experiences. Provides a rationale for the use of read-alouds, guidelines for selection, recommended formats for effective classroom presentation, and activities useful before, during, and after reading. (SR)

Suggests that illustrations can serve as invitations to enjoy and to ponder the images in poetry. Notes that, when poetry is read aloud to children, they should also have the opportunity to view and discuss the accompanying illustrations. Discusses how a variety of poetry books for children incorporate illustrations. (RS)

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

Playing the Play describes the experiences of a storyteller and teacher of literature who created a literature-based literacy program at Concourse House, a homeless shelter in Bronx, New York, for women and their young children. This program is based on the belief that pleasure is the primary reason children want to learn to read, and that where…

Presents an interview with Charlotte Huck. Includes such topics as what motivated her to set about helping to create the field of children's literature; her views on children's books and some of her favorites; and how her love of children's literature compelled her to become an author of children's books. (SR)

Describes a read-aloud program, "Language to Literacy," now used in several Texas school districts. Describes how language charts are used to record ideas from stories, help recall other stories, and notice similarities and differences among stories. (MG)

In an interview with New Zealand instructor and author Don Holdaway, discusses the value of shared reading experiences with very young children. Examines children's early reading strategies and the use of extra large print in reading materials. (HTH)

Discusses how New York librarians and early childhood educators work together to get preschool children off to the right start in language and literacy. Describes how programs through libraries and involving parents, teachers and librarians can give children a better chance to grow up literate and love books. (MG)