Argues that the nature of science texts adopted in most schools is unscientific, static, linear, and nonparticipatory and offers children no connections between forms and forces, between observers and observed. Claims that through storytelling scientific knowledge can be kept alive for children. (NH)

Sets forth a theory of style in picture books which focuses on artists' choices in expressing meaning and shows how a literary and aesthetic discourse may evolve as children respond to these choices. Suggests how teachers can create a classroom context which will promote the fullest communication between a child and a picture book.(NH)

Recounts specific examples in the life of a three-year-old which illustrate how he began making connections between print and meaning and using what he learned from literature to expand his knowledge of the world. Notes literature is not only a powerful influence but also a very natural one. (NH)

Describes a five-month project wherein three classes of sophomore language arts students with reading and writing deficiencies wrote and produced plays. Claims this "constructivist" technique is effective because individual components of language are acquired intuitively as the learner engages actively in discourse with other active readers and…

Discuses the use of "The Island of the Skog" with an eighth-grade humanities class to deepen students' awareness of the problems leaders face and to aid students in the development of group interaction, leadership, and decision-making skills. (NH)

Notes interest in recent years in using a particular type of children's literature, the predictable book, as a springboard for stimulating language experiences. Suggests that, although this practice has merits, teachers should avoid engineering literacy tasks to the point where most of the work is done for the student. (NH)

Analyzes within the framework of research and literary theory the complex ways in which children experience and structure stories. Presents examples of interactions between children and literature. (NH)

Describes a project wherein fifth-grade students in Australia wrote an adventure/game using "Story Tree," computer software for writing and reading "interactive" fiction. Notes the project was carefully designed to use the computer to enlarge upon effective curricular experiences. (NH)

Points out that traditional report cards contain messages about the nature of reading and writing that need to be reexamined. Describes the process that a group of reading clinicians went through to develop a meaning-centered checklist to evaluate the reading and writing of elementary school children. (ARH)

Describes how a seventh-grade teacher was able to devise a final examination that both reflected the goals of his process-oriented writing class and met the requirements of his school board. (ARH)

Describes how a group of language arts teachers established a year-long research project in collaboration with a university, and how, through participation in the project, they transformed their teaching, became more active professionally, and became critical, responsive users of current research. (ARH)

Describes how a group of teachers of grades three through eight initiated and carried out a project that reformed their school's writing curriculum. (ARH)

Argues that teachers in America's school systems are not beneficiaries of "enhanced professionalism" but victims of processes which, in the name of reform, take away teachers' professional rights to make decisions about teaching. Describes the activities of groups of teacher-activists who are working to maintain the autonomy of teachers. (ARH)

Relays the observations of a researcher who visited a "culturally disadvantaged" child in her home. Describes how the child's interest in print was nurtured by her teacher, her mother, and the stories that they read to her. (ARH)

Describes the life, philosophy, and work of Patricia Crampton, translator of childrens' literature. (ARH)