Discusses the development of the market for books for infants; presents reasons why even young infants can benefit from being read to; and provides guidelines for selection of appropriate books for babies. The guidelines include sturdiness and developmental appropriateness. A list of recommended books is appended. (SKC)

Demonstrates how reading aloud to high school history students will (1) aid understanding of content and concepts; (2) improve speaking and language skills; (3) increase motivation to read; (4) develop understanding of textbook format; and (5) improve social attitudes. Includes a five-step procedure and suggested books for reading aloud. (JDH)

Examines the question of what teachers can do to make their lectures and assigned readings more interesting. Argues that instructors must seriously address the crucial role of both logic and emotion in pedagogy. Maintains that teachers must speak, read, and write not only to be understood, but also to be felt and freely responded to by the…

States that although storytelling is among the oldest arts in the world, it is ageless and anyone who is willing to spend some time and energy to look for the right story, learn it well, and share it with others can become a successful storyteller. (DF)

The focus of this action research project was to find an effective method of reading instruction that lends itself to reading comprehension in kindergarten students. The methods that were used in this study were the picture walk, read aloud, and read along. These methods were chosen because they differed in their approach by the teacher. The names…

Presents comparative study of patterns of language use related to books in three literate communities in southeastern United States, focusing on bedtime story reading. Results show inadequacy of prevalent dichotomy between oral and literate traditions and of unilinear models of child language development and dichotomies between types of cognitive…

Weekly poetry fests, using poetry throughout the curriculum, and giving children a sense of the tremendous variety of poetry are discussed as methods for helping children appreciate poetry. (HTH)

Describes the use of some read-alouds from Alexandre Dumas'"The Count of Monte Cristo" which helped to demonstrate some principles of learning foreign languages. Describes briefly the read aloud selection, discusses some specific activities that relate to foreign language learning, and discusses specific language arts activities. (SR)

Recalls the pleasurable activity of listening to poetry read by a teacher in fifth grade--poems by Robert Frost, Emily Dickinson, and Carl Sandburg. Relates that poetry books were in the school library and that the students wrote their own poems. Finds that, 18 years later, teaching begins each day in middle school with poetry. (PA)

Describes how kindergarten children in literature-based classrooms listen to stories again and again during shared readings by teachers, and then they pretend-read the stories on their own. Uses hierarchical regression to explore relationships among factors, such as one-to-one correspondence concepts and automaticity in letter name recognition.…

Describes how the use of children's books may enable students with Attention Deficit Disorder to develop a clearer understanding of themselves and their problems. Includes a 33-item annotated list of books useful for this purpose. (SR)

Discusses the importance of students reading their own writing to others to help them see the connection between what they have written and the sounds of their own voice. (MG)

Describes several shared reading activities that pair up older and younger elementary level students. (MM)

The article describes an elementary school's "celebrity reader" program, where students invite representatives of various professions to visit their class and read one of their favorite stories. Suggestions are presented for identifying and inviting guest readers and follow-up activities. (CB)

Describes Suzanne Fisher Staples' young-adult novel "Haveli." Presents two passages from it as read-alouds. Suggests class activities related to the book as a means of discussing cultural diversity and differing attitudes towards literacy in other cultures. (SR)