Suggests that Ebonics deserves respect as a genuine spoken dialect, widely used and important in American culture. Notes that students who are fluent in it benefit when they are allowed to add standard English to their repertoire and taught the appropriate occasions for each way of speaking. (RS)

Suggests that the increasingly popular genre of informational storybooks can "turn students on" to independent learning from text. Notes that these storybooks, such as the Magic School Bus books, present and explain a nonfiction topic in a storybook format. Poses four questions as a framework for examining some of the key issues that have…

Discusses how storytelling was used in a fifth-grade class as a tool for promoting literacy and language development by having children write and tell their own tales. Highlights the positive rewards for children. Includes suggestions and techniques for teachers to follow in their classrooms. (RS)

Suggests that while the efficacy of whole group instruction may be questionable for a variety of levels of reading needs, it can be particularly questionable for gifted readers. Notes that is important not to overlook the reading needs of gifted readers just because they seem to learn so quickly. (RS)

Suggests that effective teaching requires understanding of what students know and what they are ready to learn. Claims that the biggest problem faced by the author in coming out of a teacher education program was his belief that he was "done"--what he was missing was many of the frameworks and tools needed to construct his teaching. (RS)

Presents annotations of eight journal articles (published in 1995 or 1996) on making the reading-writing connection in the classroom. (RS)

Describes "Reading Online," a new electronic journal of the International Reading Association. Notes the interactive nature of the articles and the seven major sections of the journal. Suggests that the online journal is easy to access and use. (RS)

Discusses a teacher's experiences at an all-day workshop on "Putting First Things First"--the third of Stephen Covey's "Seven Habits of Highly Effective People." Discusses avoiding the tyranny of the "urgent"; planning, prevention, relationship-building; and kicking the "urgency addiction." Discusses achieving balance in teachers' personal and…

Notes a growing movement in elementary schools to expand the amount of time devoted to writing. Contends that the visual arts is a neglected aspect of the curriculum. Explores the influence of drawing on third-grade students' writing performance. Finds that students who drew before writing tended, overall, to write better than students who did not…

Provides a summary of papers presented at the "Research in Literacy" session of the fall conference of the Ohio Council of the International Reading Association. Discusses collaboration among linguistically-diverse learners; the education of 20th-century immigrants; inner-city middle schoolers editing their publication; and acknowledgment of basic…

Presents a framework for third-grade writers and their partners called L.A.M.P. (Listening, Asking questions, Making suggestions, and Positive comments). Notes that the author uses this collaborative planning exercise periodically, not for every writing piece. (RS)

Discusses a project that (1) uses telecommunications technology to link the river communities of the past with students today; and (2) uses thematic, interdisciplinary projects to develop critical thinking and problem-solving skills. Notes that 20 school buildings in four Ohio school districts will be participating. (RS)

Reflects on issues raised by the 1997 meeting of the International Reading Association--the current status of classroom teachers and technology's role in future classrooms. Notes the dedication to students exhibited by teachers attending the convention. Suggests that the convention is like the field of reading itself, a sort of "bazaar that can…

Presents annotations of eight books, journal articles, and research reports (published between 1991 and 1995) on the topic of helping underachieving readers. (RS)

Suggests that the school year is like a growing season, but with planting in the fall and harvest in the spring. Discusses ways teachers can "prepare the soil" for cultivating students' love of reading. Presents a baker's dozen ideas to build the desire to read. (RS)