Part of a series entitled "Traditional Literature and Folklore in Library and Storytelling Programs," this annotated bibliography was produced by graduate students in the Traditional Literature and Oral Narration class at the University of Hawaii at Manoa. The bibliography is designed to provide librarians and teachers with information…

Reading aloud is a rhetorical act. Its purpose is always to communicate, which is a transactional form involving the oral reader and at least one real or imaginary listener. Whenever a person reads aloud, the reader has some intent of reading to someone. In all such situations, readers interpret orally for the mood and meaning that seem…

Prepared by the State of Idaho's Right to Read program, this handbook lists suggestions to help parents discover their child's uniqueness and be her or his first teacher. The suggestions involve the provision of experiences in the community and at home, such as helping children master motor tasks through running, tossing, and clapping; listening…

The paper explains the importance of reading stories to young hearing impaired children and describes effective story reading techniques for use by parents, teachers, and librarians. Considered in outline form are the following topics: the role of adults in motivating young hearing impaired children to read, selection of stories for young…

Children are drawn to poetry by its rhythm, rhyme, and repetition. A poetry program in the classroom can expand children's language experience, teach listening and speaking skills, and serve as a source of ideas for discussion. One very effective poetry program involves readings, discussions, practice sessions, and recitals. In the first week, a…

Lists 115 children's books for (1) all ages, (2) beginning independent reading, (3) younger readers, (4) middle grades, and (5) older readers. Titles were selected from a choice of 4,000 and voted on by children in five test areas. (JC)

Describes one teacher's approach to developing children's abilities as critical readers. Discusses classroom elements such as reading aloud to the class, student question writing, and small group discussions, which are influential in the process. (JK)

Presents 10 ideas to help teachers make repeated readings a natural occurrence in the classroom. Suggestions include storytelling, taped readings, drama, songs, and games. (ARH)

Study investigated the perspectives of parents who read aloud to their young children. Results indicate that outside information can increase parents' awareness of the importance of reading aloud to their children and can motivate them to do so. (MM)

Summarizes seven documents on oral interpretation from the ERIC system, and states that they can be used to show students the importance of reading aloud with skill. Cites that they also provide suggestions for using oral interpretation in the study of many types of literature and contexts. (MM)

Describes a British technique called paired reading that shows parents how to tutor their children in reading. (FL)

Suggests that the best method of understanding a poem is to experiment with reading it aloud rather than simply discussing the poem. (DF)

Describes an assignment that required noneducation majors enrolled in a children's literature class to read aloud and tell stories to preschool children as an alternative to writing a term paper. Describes the activities and materials used. (FL)

The purpose of this essay is to highlight the gap between children being read to and children reading for themselves. (Author)

This book is addressed to all of those participants involved in the reading lives of children--parents, teachers, librarians, principals, superintendents, departments of education, publishers and writers. Using their own experiences, the book's authors have outlined what it takes for children to become confident and independent readers. The book…