Argues that a well-planned literature program can instill in primary-grade children a lifelong love of literature and reading. Describes one such program, the Literature in Teaching program developed in Evanston, Indiana, by classroom teachers and librarians. (FL)

Aversion to poetry reading in adults may be directly related to the misguided teaching methods directed toward the student. Programs for teaching poetry to elementary and junior high students should focus on two areas of emphasis: how to read poetry, both aloud and silently, and how to understand poetry. (JN)

Identifies several teaching techniques that help children develop an awareness of the communicative nature of reading and writing. Cites learning theories to support the techniques. (FL)

Suggests as a read-aloud an entire novel that is particularly well suited for English-as-a-second-language (ESL) learners: "Grab Hands and Run," a story about a family living with and then fleeing from the dangerous situation in El Salvador. Identifies several brief passages in the book and presents each in relation to ESL issues. (SR)

Presents brief annotations of 30 recently published United States trade books for children and adolescents, chosen by teachers for this annual list, and found to be exceptional in curriculum use and good for reading aloud at home. Groups books into primary, intermediate, and advanced levels. (SR)

Hopes to describe and understand one kindergarten teacher's style of reading aloud to children, a style that seemed to be quite effective in both engaging children and encouraging their critical thinking and thoughtful literary interpretation. Describes the roles and scaffolding functions of the teacher during storybook readalouds that helped…

Describes how pre-kindergarten through elementary teachers can enhance the vocabulary development of young children, focusing on teaching words from texts that are read aloud to children rather than read by children. Examines sequenced activities for teaching words to young children and activities that encourage children to interact with words,…

Mother and child dyads were videotaped four times over 16 days as they repeatedly read an initially unfamiliar storybook. Results are discussed in terms of maternal scaffolding approaches, child participation, importance of context and the nature of the task, and implications for intervention. (Author/VWL)

Describes the preparation, implementation, and results of a classroom cross-age tutoring project, which involved third and fourth graders reading books to younger students. Discusses evolution of project: students' lesson plans became more student-centered and complex over time, tutors assumed responsibility for younger children, and their…

Describes how the author uses Franz Kafka's "A Little Fable" with his mainstream class of high school juniors. Considers how it is essential to show students how to stop reading when they don't understand something--to go back and reread it and begin making sense of it. Uses writing lists, student opinions, and classroom discussion. (SG)

Notes how the authors visited a sixth-grade classroom in an urban setting to teach students about jazz using children's literature. Describes how they played the music, talked about its basic structure and unique characteristics, read books aloud about the major musicians, and encouraged the students to experience the music for themselves. (SG)

Presents a literature-sharing activity which promotes children's participation in and enjoyment of reading. Describes how students write riddles about characters in books which have recently been read aloud to the class. (MG)

Lists 21 teacher tested ways of encouraging voluntary reading. Suggestions include role playing, teacher modeling, reading aloud, reading books from a series, critical reading, bringing books from home, and tape recording passages from books. (RS)

Examines the nature of third graders' responses to the literature that is read aloud to them. Documents both individual and class development in response patterns over time. Finds responding to literature fostered comprehension, discussion, and writing skills, and promoted emotional involvement with and appreciation of literature. (MG)