Addresses the reading lives of those preparing to be teachers. Describes how too often prospective teachers say they did not like to read, they did not think of themselves as good readers, or they no longer had time to read. Discusses a teacher educator's use of "found" poetry in her reading methods courses. (SG)

Describes five African American women learners who were participating in a community-based General Education Development program. Argues that a lack of engagement is in part due to the "scripts" of school reading, which they have carried with them into adulthood and which alienate them from the act of reading. (SG)

Provides teachers with selected background knowledge and strategies that enhance the learning process for English as a Second Language (ESL) students in secondary classrooms. Discusses the stages of language development and cultural adaptation that all second-language learners navigate through. Outlines important linguistic and cultural processes.…

Determines content area teachers' favorite strategies and why they used them. Examines if the material the author taught was being applied by students in her content reading methods course, and which strategies and methods were being used most frequently. Notes visual aids, analogy, graphic organizers, and notetaking were the most often used…

Presents a remodeled reading strategy for high school students that is based on K-W-L and some of its variations. Develops a strategy handout that both teachers and students could use and that would facilitate teaching the curriculum rather than take time away from it. Notes that the "B-D-A" labels the essential before, during, and after steps.…

Describes how the multiple literacies students learn in remedial projects prepared them to read, to learn and to use their knowledge for social transformation. Recognizes the difference between educating people to read and act upon the world and training them to pass a test. Discusses ways in which the author applies teaching strategies to address…

Explores the Harry Potter phenomenon with college students in a university course. Compares the first book with the first movie. Presents an in-depth discussion of the movie and how it relates to the book. (SG)

Explores a particular aspect of adolescents' literacy development: their growth in the interpretation and appreciation of literature. Examines how decisions about the goals of literature instruction and the kinds of literature selected can create difficulties for maturing readers. Suggests some instructional approaches that support the development…

Presents annotations of 30 trade books chosen by students and published in 2000. Hopes to encourage young people to read; to make teens, teachers, librarians, and parents aware of new literature for young adults; and to provide middle and secondary school students with an opportunity to voice their opinions about books being written for them. (SG)

Argues that in the contemporary world, literacy is not limited to the printed page and students need to interpret a variety of audio and visual texts. Concentrates on feature films, suggesting ways of improving students' film literacy. Examines effects film literacy has on students and their learning. Concludes that critical literacy and higher…

Investigates the reading process as it pertains to readers taking the Degrees of Reading Power (DRP) assessment. Examines this process through analyses of readers' eye movements. Concludes that the DRP is not an accurate measure, or even a modest approximation of, the reading comprehension process. (SG)

Focuses on the impact of a family reading project on parents and library staff in an English borough and the partnerships it fostered between organizations involved in the initiative. Considers the project's impact on parents, public libraries and schools. Notes that one of the most important benefits of the partnership courses was pleasure…

Considers that the comparison between children's success in learning new names in the Harry Potter books versus the relative failure of adults to learn new names connected to the September 11th attacks provides a real-world situation from which principles can be deduced to help educators succeed in teaching vocabulary lessons. Offers classroom…

Describes how the term "graphic novel" includes fiction as well as non-fiction text with pictures--"comics" in book format. Discusses how in any subject area, studying a graphic novel can bring media literacy into the curriculum as students examine the medium itself. (SG)

Describes an argument workshop that can demystify the concept for students by revealing to them how much they already know about persuading an audience. Concludes that an argument workshop helps students see the authors included in their textbooks as individuals who drew from a repertoire of argumentative techniques to persuade an audience. (SG)