Examines the value of literature response groups by gathering information about the dialogue occurring within them. Studies the content of talk, the functions of language in use, and evidence of reading comprehension. Finds that literature response groups are a good resource for helping children communicate through talk in the classroom. (MS)

Recounts several of the author's elementary school experiences, reflecting on various influences on his emerging literacy. (MM)

Describes how time travel books can make history an experiential act for children. Asserts that such books, which start in the real world and thrust young readers back into the character of someone their own age in the past, shakes readers into a new awareness and dissolves their natural cynicism. (MM)

Examines a young girl's abridgment of Mara Kay's novel "Masha," focusing on the selection processes she used. Suggests that text selected for the abridgment had personal significance, while less significant or negative text was omitted. Concludes that the experience gave shape and meaning to the girl's own growing up. (MM)

Explores aboriginal discourse styles in a public context, their presentation of knowledge and experience through stories, and the mismatch between discourse styles of aboriginal people and what is expected in classrooms. (MM)

Examines connections between children's social pretend play and their improvised classroom drama. Describes similarities and differences between language used to frame social pretend play and language used by teachers and students to frame the imaginary worlds of drama. (MM)

Examines the interrelationships between cinematic and literary works in terms of possible responses, or the possible worlds created when children encounter and create literary discourse. Notes that these responses reflect previous encounters with literature, film, and life. (MM)

Examines how prospective teachers can better understand the importance of interpretive moves and become more adept at asking literary questions. Argues that skills instruction often takes away from literary discourse. (MM)

Describes the process of teaching fourth graders to combine facts and narrative in writing a research report on animals. Asserts that this type of report writing increases students' understanding of their subject, and illustrates that research is an ongoing activity. (MM)

Examines similarities and differences in responses and experiences of two children's natural literacy development--the author's son, and the daughter of librarian Dorothy White, described in "Books before Five." Concludes that by reading aloud and discussing books with the children, parents created a strong foundation for beginning literacy. (MM)

Argues that the Bible should be reinstated as an elementary school text, and that while doing so is controversial, it is compatible with a whole language approach to teaching. (MM)

Relates how two former teachers taught the author a lesson, pushing him beyond his indifference toward school. (MM)

Examines children's story-writing processes as they develop over a two-year period, from kindergarten through second grade. Observes that children reflect multiple worlds in their writing, including their ongoing social world, the imaginary world of their story, and the wider, experienced world of people, places, and events. (MM)

Examines characteristics of quality children's literature by analyzing both children and adult responses to Ezra Keats' story, "The Snowy Day." Concludes that good literature calls forth a strong narrative voice from readers exploring their own realities as they read. (MM)

Examines skills-based, interactionist, and whole language positions on literacy instruction, focusing on the issue of control. Discusses how these three approaches are reflected in both Canadian and American basals. Argues that students must be treated as active learners, adding a political and sociological dimension to the whole language…