Illustrates how teachers can help students learn from analogies using the Teaching with Analogies Model. (SR)

Describes the vision of children's literature in the People's Republic of China: to convey cultural values, to nourish moral and character development, to sharpen thinking skills and expand knowledge, and to enhance language use. Discusses obstacles faced by children's literature. (SR)

Describes the Reading Buddies program in which high school students tutor first graders at risk of failure in reading while receiving training provided by university professors. (SR)

Describes the Northwest Writing Network, a collaborative model that brings together parents, administrators, and public school teachers (preschool through secondary) with Northwest Missouri State University staff and national consultants to share information, disseminate ideas, and investigate new approaches to the teaching of writing. (RS)

Discusses three areas in which English-as-a-Second-Language (ESL) students are assets to middle school teachers. They provide (1) teachers with the opportunity to become a student of the English language again; (2) teachers with unique information around which thematic units can be designed; and (3) other students with the confidence that their…

Presents annotations of 36 adolescent/children's literature books published in 1995 or 1996 chosen by classroom teachers as "too good to miss." Notes that each annotation includes a suggested grade level, activities for incorporating the particular book into an interdisciplinary or a thematic unit, and ordering information. (RS)

Suggests that many educators are finding common ground and common sense under the banner of "Balanced Literacy." Discusses the term, the search for balance, and the difficulty in maintaining a balanced literacy program. (RS)

Presents annotations from the ERIC database of eight journal articles, books, and conference papers (published between 1991 and 1995) on the issue of informal and classroom assessment. Notes that the annotations offer a wide variety of ideas and suggestions to help teachers carry out informal assessment in their classrooms. (RS)

Describes the World Wide Web site called Classroom Connect. Notes that it gives easy access to Global Resources and Directory of Educational Sites (GRADES), which lists only "high quality" sites. Briefly discusses 17 sites listed by GRADES, and seven sections of the Classroom Connect site. (RS)

Suggests that teachers can help students to use the Internet wisely by using what they already know as reading teachers: help them to read with a purpose. Notes that students should have a purpose for their searches of the Internet. Lists "plusses" for teachers and learners (as well as cautions) regarding using the Internet in the classroom. (RS)

Argues that conversations about books should be everyday occurrences in classrooms. Suggests that busy reading teachers try retellings. Includes a sample lesson. (RS)

Presents a profile of author Bonnie Pryor. Discusses her writing processes, characterization, and her advice for young people who want to become writers. Presents an annotated list of 22 picture books and chapter books by Pryor. Presents "book extensions" (class activities) based on two of Pryor's books. (RS)

Describes a writing program involving second/third grade students and a university language arts class. Discusses a thematic unit and associated writing activities on the themes of winter and poetry. Notes that both groups of students developed better clarity in their written work. (RS)

Reviews the debate about intrinsic versus extrinsic rewards for reading. Discusses the effectiveness of praise. Uses L. Vygotsky's notion of the Zone of Proximal Development to understand the development of motivation to read. Suggests that the motivation to keep reading will come from students' experience of success and their feeling of belonging…

Presents annotations from the ERIC database of nine journal articles, reports, and conference papers (published between 1991 and 1995) on computers and reading instruction. Notes that computers can be a useful tool, but warns teachers to be cautious in accepting the computer as the solution for all reading problems. Lists seven web sites. (RS)