This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two…

This article addresses the International Reading Association's foundational knowledge requirement that educators recognize historical antecedents to contemporary reading methods and materials. The historical overview presented here highlights the ineffective methods and restrictive materials that have been discarded and the progress that has been…

This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader's attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T. Willingham are discussed. The…

This article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind…

Based on a portion of the results of a research project that explores the possibilities of using Mandarin children's literature for cultural understanding between the students of Taiwan and Mainland China, this paper discusses in depth what existing U. S. research may or may not help in constructing Mandarin reading lists and thus provides…

Presents brief annotations of five trade books published in 1998. Includes a picture book about an immigrant child starting school; a biography for beginning chapter-book readers; a board book for preschool children; a novel for adolescents; and a book of information and space photography about the planet Venus. (SR)

Presents an annotated bibliography of five chapter books and five picture books published in 1998 or 1999. Summarizes the content of these works of children's literature. (SC)

Examines a first-grade, rural school teacher's use of a newly adopted literature-based basal reading series over the course of one year. Finds that the teacher had a positive attitude toward the new series and believed that she had changed her methods and beliefs of teaching reading. Shows that in fact she modified the materials to meet her…

Surveys all 11 teachers in one rural setting to determine complexities surrounding literature use in that school. Finds the basal played a predominant role in classrooms--only the Chapter I teacher used literature during reading. Finds that "textbooks" were important for teachers and that trade books did not figure much in instruction. (PA)

Discusses the benefits of listening to literature; the benefits of listening to literature beyond the primary years at both school and home; potential audiences for audiobooks; selection considerations; and utilization of audiotapes. (RS)

Presents one way to approach the problem of extracting key concepts from social studies reading materials through the use of concept-formation study guides; includes an example of a study guide for helping fourth or fifth grade children in concept formation. (JM)

Discusses problems that students encounter in reading content area textbooks; presents learning activities in the areas of word recognition, vocabulary, comprehension, and study skills. (MAI)

Describes the components of a reading program for deaf children that is characterized by systematic and carefully planned increments of instruction, intensive review and reinforcement, and the use of materials that control the semantic and syntactic features of language. (MAI)

Describes games and activities requiring a minimum of time and effort from parents, through which parents can foster the reading ability of their primary grade children. (GW)

Tells how secondary school writing workshops can be useful in motivating disabled readers to read each other's work. Describes three writing activities that emphasize writing, yet necessitate reading. (GW)