Presents an observational study of two middle-grade social studies classrooms to explore how teachers and students used nonfiction trade books during thematic unit instruction. Finds that, treated like textbooks and encyclopedias, the books were not used to their full potential. Makes recommendations that will help teachers use nonfiction. (SR)

Describes how idea mapping proved to be a helpful strategy for hearing-impaired and deaf students considered to have reading disabilities. Shows how it proved to be a valuable tool for students to understand text more effectively and become more independent in their learning processes. (SR)

Describes having students in college developmental reading classes recall early memories of reading, writing, listening, or speaking (emphasizing enjoyable recollections), and then share them with the rest of the class. Notes that this experience enabled class members to build connectedness, think about literacy's many forms, and build a community…

Discusses Online Writing Labs--World Wide Web sites designed to support students' writing efforts by providing easy access to electronic resources and online tutoring. Describes three types of these services: resource materials, online tutoring, and information gateways. (SR)

Presents a read-aloud from Gustave Flaubert's "Madame Bovary." Discusses briefly the novel and the selection, and then describes specific activities for English and for language arts instruction. (SR)

Reviews mail sent in response to a year's worth of "Middle School" columns in this journal. Notes that the column on a middle scholar's inquiry excursion went completely unnoticed and that the column on portfolio assessment received the most attention. (SR)

Defines the "how-to book" genre, and describes a how-to book-writing project with four high school English classes. Notes that writing how-to books links high school students' literacy development and achievement to their interests and provides a purpose for writing. Analyzes the project in connection to authentic instruction and literacy…

Argues that making ethnic-specific literature integral to the literature program enhances a sense of community. Describes ways of exploring and reading ethnic-specific literature, and lists some titles for adults, young adults, and children. Offers criteria for selecting books, and suggests ways to create a community of readers using literature…

Shows that main idea statements were used by a variety of leading American writers of nonfiction in the nineteenth century; that usage patterns bridged gender and racial differences; and that even a difference of purpose or audience did not materially alter main idea patterns. Shows the importance of main idea recognition skills as tools for…

Explains how professors of literacy development, classroom teachers, and inservice facilitators can help students and teachers create interactive World Wide Web sites so that they can write for genuine purposes and to real audiences. Uses the example of preservice teachers creating interactive Web sites. Offers a summary of recent literature and…

Presents brief annotations of 30 trade books for young adults published in 1995, chosen by U.S. teenagers as their favorites. (SR)

Offers suggestions to help teachers handle controversial topics (such as sex and nudity, violence, language, and other questionable issues) when using novels, plays, and their film adaptations in English-as-a-Second-Language and literacy classrooms. (SR)

Discusses six suggestions to support teachers and administrators who experiment with different ways of meeting a diversity of learning needs: curricular congruence, special education teacher as team teacher, volunteers and paraprofessionals, instructional resources, class size, and staff development. Discusses why such support is vital. (SR)

Discusses the current situation (along with changes and specific developments over the past 13 years) in France regarding illiteracy. Describes the beginnings of the struggle against illiteracy and poverty; the organization of literacy work; the move from literacy to basic education; the future for literacy work in France; and the lack of…

Describes how a seventh-grade teacher and a special education teacher team-taught three divisions of language arts and reading. Discusses lesson planning, behavior problems, outside support, and significant gains. (SR)