Describes using read-alouds to entice reluctant high school readers. Discusses beginning read-aloud guidelines, titles that work (both listing and discussing numerous titles), adjustive guidelines, and effects on students. (SR)

Asserts that the same positive outcomes associated with reading aloud to children also apply to oral storytelling, and encourages parents to share their culture, values, and beliefs through storytelling to their children. Presents specific ideas for storytelling, including "me" stories, story starters, nursery rhymes, books, cooking,…

Examined how seven Norwegian law students' strategic processing and linking of multiple sources worked together during reading expository texts. Found that students primarily used memorization and organization strategies to process information in the text they were currently reading. They more often used monitoring and elaboration to focus on…

Discusses five young adult novels, which the teacher had successfully shared with previous classes by reading aloud. Reviews the characters, plots and themes of all five books. Presents journal responses from the students about the novels. Discusses how students explored unknown worlds as they heard about other cultures. (SG)

Addresses the affective quality of the parent-child relationship during shared book reading. Finds a significant difference in the affective quality of the parent-child relationship related to both the child's attitude toward reading and the child's reading fluency. Notes dyads who were affectionate during shared reading had children who were less…

Describes the oral, written, and visual arts responses of a group of Grade 1 children. Discusses first grade children's understandings of and responses to several Radical Change characteristics and metafictive techniques found in David Wiesner's "The Three Pigs" (2001), the 2002 Randolph Caldecott Medal winner. Explores the nature of the…

Approaching storytelling as a form of education, art, and communication, this article briefly chronicles the development of storytelling over the ages and explains differences in storytelling styles according to geographic location. Several classic themes recurrent in folk literature are summarized and their portrayal by different storytellers and…

Advocates the use of story journals--written reactions to books that children have either read themselves or heard--in primary grades. Asserts that story and literary journals provide an excellent link between literature and writing. (MM)

Provides activities to be used when teaching novels, including reading aloud to students, using student-generated questions for discussion, having students write on key words selected from the text, having students brainstorm together on butcher-block paper before writing an essay, and playing bingo with students to help them recall the…

Noting the difficulty for many parents to spend "quality time" with their children, shows parents how to get into the habit of reading with their children. Explains how to begin, where to find suitable books, how to select topics appropriate to the child's age and interests, and how to find the time in busy schedules. (TJQ)

Describes Special Parents Are Reading to Kids (SPARK), a program at an elementary school in Clute, Texas, which is a family literacy program for both English-speaking and Spanish-speaking parents, which teaches them how to share books with their children. (SR)

Six deaf mothers were videotaped while reading a book to their deaf or hard-of-hearing children (ages three to five). Analysis revealed six strategies used by mothers, including sign placement, text paired with signed demonstration, real world connection between text and child's experience, attention maintenance, physical demonstrations of…

Discusses the important benefits that accrue when elementary school teachers read to their students. Notes that reading children's literature to and with children encourages them to read on their own, explore new topics, and use the library regularly. (MDM)

The use of small groups and the necessity of teacher flexibility in story reading to groups of children are described. Suggestions are offered for selecting materials, presenting materials, involving the audience, and preparing the setting for the reading. (LB)

Examines the verbal interactions that occur during book reading of mothers and young readers. Finds that, although there were differences in the opportunity for children to engage in deliberate literacy events, the parents were successfully monitoring literacy engagement. (RS)