Asserts that writing conferences are the heart of teaching writing. Describes use of picture books and writer's circles to improve student reading and writing skills. Reports that students became more confident in analyzing writing genres and more able to write complex narratives. (CFR)

Provides a definition and description of the response process and a description of the teacher's role. Describes ERMAA (experiencing the literary work, responding, mapping and analyzing multiple responses, and affirming the inherent individuality of response), a one-week strategy designed to facilitate literary response in the classroom. (RS)

Learning logs, or reading response logs, have long been established as an effective reading strategy that helps students learn from text (Atwell, 1987; Blough & Berman, 1991; Calkins, 1986; Commander & Smith, 1996; Kuhrt & Farris, 1990; Reed, 1988; Sanders, 1985). In this paper, the author describes her experiences using learning logs as a…

In this article, fifth graders investigate biographies to expand their knowledge of what real scientists do. The goal of this activity is to find a way to show students that all kinds of people participate in the scientific enterprise. After finding picture-book biographies, the author's next job was to ensure that students saw more than a good…

This article describes a small-scale project designed to help engage reluctant adolescent readers in voluntary reading practice during sustained silent reading (SSR). Three teachers worked with a secondary school reading expert to identify and agree on elements of effective instructional conversations and then implemented these "book talks" with a…

We present a project for a differential equations class: an analysis of an H. G. Wells story in which is given a submersible's descent time, its ascent time, and its eruption from the surface before splashdown. (Contains 5 figures.)

A study was conducted to explore the ways in which instructional method and text quality influence the young reader's interpretation of inside view and character plans in fiction. Thirty-six third graders from a northeastern, suburban, public elementary school served as subjects. Twelve children were selected randomly from students rated as…

Intended for literature instructors, this digest explains the relationship of transactional theory (a reciprocal, mutually defining relationship between the reader and the literary text) to the teaching of literature. The importance of the reader's part in literature is first demonstrated, noting that attention must be paid to who the readers are,…

To create an introductory literature course which helps students develop positive feelings about reading and confidence in their abilities to create viable meanings out of a text, an alternative to the standard lecture format or "Socratic" class discussion is needed. Formed from a variety of research, theory, and classroom experience,…

This research review is an examination of representative studies on the nature of the reading process and of various instructional methods in reading deemed to be of interest to classroom teachers of reading. The review provides both a theoretical perspective and related empirical evidence to guide instructional practice and discusses the ways in…

Offers a psychoanalytically based reading of Conrad's "The Secret Sharer" and points out the similarities between analysis of a text and analysis of a patient in a psychoanalysis session. (JC)

Examines the construct, appropriateness and appeal of natural science action books. Defines them as books with movable three-dimensional parts which illuminate scientific concepts as well as add immeasurably to children's pleasure of learning about the natural world. Stresses integral nature of motivational/instructional materials in children's…

Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)

Describes an action research project in which primary school teachers helped their minority group students attend to the cohesive elements of texts as well as the conceptual context. (FL)

Shows that "Slicing the task"--reducing the amount of print a student has to read at a given time by inserting questions into the text--may be effective with good readers but not for poor readers. (FL)