Various authors provide a wide range of instructional suggestions, including hints for parents on how to read aloud to older children, a story web prewriting technique, a lesson on similes, a description of a series of books designed to develop literacy in natural ways, and advice on using the question-answer relationship procedure and basal…

Introduces a cooperative, independent reading program in which volunteers bring books from selection lists to a "Book Nook" in the classroom, share a tale or two with the children, and leave the books for a few weeks for exploration by the children. Involves parents as volunteers and through frequent newsletters. (SD)

Indicates that oral reading, turning the text into a big book, interpretive activities, and repeated shared readings can give even young children a command of the text. (FL)

Reach for a Book is the theme for Children's Book Week 1986, and book presentations, activities, and exhibits to emphasize the joy of reading are listed. A Book Week Puzzle Packet provides two puzzles designed to reinforce the idea of using the card catalog to find materials on specific subjects. (EM)

Investigates the effects of reading a series-format, many-volumed story to disadvantaged first graders. Results indicate that children who had been read to outscored children in the control classes on measures of decoding, reading comprehension, and active use of language. (SRT)

Summarizes benefits to outdoor education students of daily reading aloud of books and poetry related to nature, environment, and outdoor adventures. Emphasizes the importance of good book collections in outdoor centers. (LFL)

Indicates that hearing stories read aloud in their native languages did not interfer with ESL children's reading achievement in English, and there were many benefits from having parents read those stories in a school setting. (FL)

Describes strategies for using story reading to help language minority students in grades one through six acquire language proficiency. Discusses ways to make story reading effective, including frequent reading, the use of cueing strategies, and the use of follow-up activities. (FL)

Ten reasons that teachers should read aloud to students in the upper elementary grades are given. Suggestions for choosing books that will be suitable for oral reading are included. (PP)

This report describes a program for improving students' attitudes toward reading. The targeted population consisted of second and third grade students in a growing middle class community. The problem of the lack of interest in reading and the poor quality of classroom work were evident in parent and student surveys, and teacher observations.…

To a young child just learning to read, the world of books and stories is like a big playground waiting to be explored. Children between the ages of four and six usually start to recognize some words on a page. There are many things parents can do to help their children grow as readers. Parents can support their child's reading by being patient,…

This digest discusses how schools and families can improve native English speaking boys' reading skills, particularly poor, minority boys. It examines ways to increase the time boys spend reading and the enjoyment they get from reading. Boys tend to learn to read later, take longer to learn, comprehend narrative texts less easily, value reading…

This paper discusses the importance of reading aloud to students. It emphasizes the teacher's need to plan carefully when to read and what books to read. The paper suggests the following ideas should guide a teacher's choice of reading material: whether the story will capture students' attention; whether the story will increase students'…

At-risk students and their nondisabled peers profit from opportunities to make choices about their literacy learning. While not a panacea, experiencing self-determination in school empowers students in ways that will last a lifetime. Literacy educators can encourage a positive momentum in this direction by demonstrating how to select reading…

To update the California State Department of Education's recommended list of books for children ages two through seven (most books on the present list were published before 1990), this annotated bibliography reviewed current books recommended by the National Council of Teachers of English, the International Reading Association, and literature…