A review of research on reading and language development highlights the process of immersion, a concept posited by psycholinguistic theorists. Reading aloud, especially at an early age, significantly affects students as it bridges the gap between written and spoken language and familiarizes children with language patterns of literature, expands…

A committee comprised of children's book specialists from school and public libraries and a bookseller examined books published from November 1984 through November 1985, and compiled this annotated bibliography of picture books, fiction, and nonfiction. The bibliography is arranged by age group and categories, among which are picture stories for…

An account by a mother--who was also a children's librarian--of how she explored her young daughter's responses to books, this book describes the effect of books upon the development of children in their early years. Beginning shortly after the child's second birthday, the book relates the mother's and daughter's views about the picture books they…

Intended to document the change in attitudes toward adults (parents and teachers) reading aloud to children since the late 1950s and to determine if the practice is strongly correlated to early fluency for young readers, this annotated bibliography also provides a research review, makes recommendations for reading aloud to children, and lists…

This guide provides activities for use with 15 popular children's books. Basic information is provided for each book--author, illustrator, publisher, publication date, grade level, and a list of other works by the same author. Each section includes a summary of the book, an introduction to use when presenting the book to children, key vocabulary…

A study of the ways adults socialize children into particular patterns of literacy by helping them develop the literary and social knowledge necessary for using and understanding print is described in this monograph. Specifically, the monograph focuses on adults and children observed over a period of 18 months at a preschool, and provides insights…

A study was conducted to determine the effectiveness of a 10-week, after school reading program developed to motivate reluctant readers through reading aloud to them and through giving them books to read. Appropriate paperback books were read aloud to unmotivated readers in grades 3 and 4 for about 10 minutes or until a particularly exciting part…

Reading research has provided repeated evidence of measurable growth in reading performance and language development in children as a result of reading literature aloud to them. In order to match appropriate literary experiences to a specific audience, the teacher must have a knowledge of the interests, needs, and strengths of the children, and…

"Posacculturation" (positive acculturation) is the power of literature to deepen understandings and appreciations of the self and others. In the successful posacculturation process, the facilitator identifies the values, concepts, or behaviors to be acculturated; selects the appropriate literature to meet the reader's needs; and communicates the…

Describing the early reader as one who has learned to read informally at home before formal schooling has begun, this paper reviews the literature on two aspects of early reading. The first aspect considered is the home environment of the early reader and the interactions with his or her parents. The second aspect considered is the process by…

Three-hundred sixty students in 14 fifth grade classrooms participated in a study to determine if a planned literature program could effect a change in children's attitudes toward the aged. Following a pilot study that gathered information on children's attitudes toward the aged, four measurement instruments were developed and administered to all…

The readability level of 52 picture books was analyzed, and it was learned that the levels ranged from grade one to grade seven. (MKM)

Reviews studies which demonstrate that exposure to children's literature encourages verbal language development and reading competence in particular. (TJ)

Third in a series of four articles devoted to parents and reading. Focuses upon parental involvement in reading and examines research and activities that can be beneficial at home and at school. (HTH)

Third-graders can use read-aloud time to hone critical and creative reading skills by getting involved in a story. Children relate book experiences to their own experiences by evaluating characters' responses, recognizing characters' motivation, and adjusting interpretations. (BB)