This article is a discussion of the importance of using student resistance to inform and change teacher practice. The authors relate two narratives of practice, one of which takes place in a constructivist second-grade classroom in Ontario, and a second that takes place in a preservice classroom in California. In the first, a student uses the…

This qualitative work analyzes what parents, teachers, and children say about reading when Accelerated Reader and Reading Renaissance are used for reading instruction. Critical discourse analysis offered a glimpse at beliefs about reading and how power relations were embedded in what teachers, parents, and children said about AR and reading.…

The purpose of this study was to examine Firefly (Preschool) and Seesaw (K-1) Scholastic book club order forms for a period of one year--from September of 2004 through June of 2005--in order to determine which authors and illustrators of children's literature, particularly those of color, were routinely included and excluded. This study was…

The purpose of writing is to communicate with an audience. Teachers need to move heaven and earth to be sure that every child knows what it is to become a published author. Criteria for selecting a piece is important. In this article, the author explores why the criteria that children use for selecting poetry to share with an audience differ from…

This case study of a struggling reader suggests that learning to read is not necessarily about using the right program, but rather about making the right connection. This case describes how Ashley, a child with special needs, came to literacy in her own way in the company of Barbara Park's fictional character, Junie B. Jones, a girl about her age…

Presents a profile of children's author Brian Jacques. Discusses his writing and where he finds his inspiration. Explores four of his books. Discusses his interaction with his editors. (SG)

Argues that educators' work involves helping kids decide which texts are worth reading and writing, how, where, and to what ends and purposes. Notes that this is an ethical and social responsibility. Suggests that students need a literacy education that provides critical engagements with globalized flows of information, image, text, and discourse.…

Presents annotations of 24 books for children and young adults that are about bears, events at school, and learning respect. Lists some books for younger children, books anchored in history, and books that address family. (SG)

Considers how Jacqueline Woodson has become acclaimed as an outstanding author of children's literature for youths from elementary through high school, even though she began her writing career as an author of short stories for adults. Discusses four of her books. (SG)

Questions students on what gets in the way of reading for them and what advice they would give educators to help overcome those obstacles. Concludes that as a result of their words, educators now look at each classroom for common elements that support all readers: diverse resources, respected adults as readers, choice, time for reading, multiple…

Presents annotations of 30 titles selected for the 2002 Notable Children's Books in the Language Arts. Notes that the works share one or more of the following characteristics: deals explicitly with language, such as play on words, word origins, or the history of language; demonstrates uniqueness in the usage of language or style; or invites child…

Describes how Taylor's life experiences shaped her writing. Discusses nine of her books, what influenced them, and the context in which they were written. (SG)

Features annotations of 13 outstanding nonfiction books that the 2002 Orbis Pictus Award Committee designated as the award winner, honor books, and books of distinction. (SG)

Presents annotations of 30 exemplary books selected from every genre. Notes that the titles--diverse in genre, content, and style--are notable for their potential to enhance language awareness for K-8 children. Considers how these books focus on: expressive language; language that informs; playing with language; language and culture; rhythm of…

Discusses four books that carry out the theme of critical literacy and social justice. Notes that three of the four are edited collections and represent many voices. (SG)