Presents an annotated bibliography of children's books dealing with Mexican Americans and discusses common themes found in them. (FL)

Argues that a well-planned literature program can instill in primary-grade children a lifelong love of literature and reading. Describes one such program, the Literature in Teaching program developed in Evanston, Indiana, by classroom teachers and librarians. (FL)

Suggests using picture story books as a way to introduce children to many social studies concepts. Provides annotations of several such books. (FL)

Notes that children's literature can help nonhandicapped children overcome fear and learn to accept their disabled peers. Lists sources of such literature and suggests ways teachers can use them. (FL)

Offers suggestions to help teachers facilitate comprehension before, during, and after reading. (FL)

Reveals that fourth-grade children were able to tell the differences between expository and narrative text but still needed guidance in how to read the two types of materials best. (FL)

Frank Smith and Kenneth Goodman were the most frequently cited authors; Bond and Dykstra's "The Cooperative Research Program in First Grade Reading Instruction" and Chall's "Learning to Read: The Great Debate" the most frequently cited works in a survey that asked graduate faculty in reading to name "classics" in reading research. (FL)

Finds that many Canadian and American preservice and inservice teachers are not being prepared adequately to teach reading in kindergarten. (FL)

Contributors discuss ways to introduce and motivate: (1) beginning reading, (2) repeated readings in the remedial classroom, (3) vision and cognitive style, (4) guidelines for a reading aloud program, and (5) good beginnings for potential reading teachers. (FL)

The first of two concerning children's periodicals, this column describes five such magazines that present information from various disciplines in a compelling way. (FL)

Reviews ERIC documents that could be helpful to educators interested in promoting a positive public image. (FL)

Discusses parental involvement in education. (FL)

Describes the work of the director of the National Center for Children's Books in Paris, France. (FL)

Discusses a retelling performance checklist that uses elements of story grammar to help teachers assess comprehension in a meaningful way. (FL)

Outlines a program of vocabulary development that contains cognitive, affective, and physical elements. Points to test results showing that the program has been effective with fourth grade students. (FL)