Describes a teaching framework that allows instructors to become facilitators rather than the knowledge source; it also encourages social construction of knowledge and independence. Cites the seven stages of EMPOWER: elicit, monitor, pose, organize, web, engage, and reflect. Notes that these stages take students through a prereading strategy, a…

Discusses authentic ways to incorporate literature into a first-grade math program. Discusses counting books, number books, storybooks, and concept (informational) books. Cautions teachers not to impose mathematics on a piece of literature--the mathematics should flow from the book. Notes that teachers need to establish a classroom that promotes…

Describes a fourth-grade program that uses the media of art and literature to understand a different culture, to develop an appreciation for the art of that culture, and to refine students' ability to read and write. Explains how the thematic unit on the Sioux was developed. Notes that the instructional sequence incorporated visuals, explanation,…

Notes that all teachers must be prepared to meet the varying educational, social, and emotional needs of all children. Concludes that to ensure equal educational opportunities for all students, the educational system must be transformed so that all students have an equal chance to succeed. (SC)

Compares a traditional basal approach with a guided reading approach. Demonstrates that the fundamental difference between the two approaches lies in pitching instruction to the child's literacy level and the need for dynamic grouping of children for instruction. Gives a Vygotskian perspective of the transactions that occur between the teacher and…

Notes that teachers need to demonstrate a love of reading in order to pass it on to their students. Discusses ways to encourage a love of reading through book groups, reading goals, daily oral and silent reading, and sharing the impact of reading with students. (SC)

Presents the findings of a study that explored Interactive Bibliotherapy (IB) as an inservice practice to help prepare educators for the roles and responsibilities associated with inclusion. Concludes that IB can provide the vehicle by which educators' intrapersonal growth becomes an integral part of the construction of their knowledge and…

Describes strategies that research indicates caregivers use while reading books with young children: strategies that simplify or extend book language; prosody; and management strategies so the book reading event is meaningful for children. Suggests how teachers can use these same strategies in preschool settings to plan meaningful book sharing.…

Provides a theoretical framework for designing a children's literature course that requires preservice teachers to critically analyze literature in ways that are personally meaningful. Suggests how preservice teachers can read children's literature intensively rather than extensively. (PA)

Reports on an examination of books written by children who are English-as-a-Second-Language (ESL) learners. Compares the books with criteria for meritorious literature. Discusses implications of the results relevant to process-writing instruction with second-language learners. Indicates an unexpected adherence to criteria for literary genres.…

Examines preservice teachers' exchange of dialogue journals with sixth graders. Finds that preservice teachers experienced the value of journal-based written and oral discourse activities for understanding and fostering both their own social and academic development and that of their younger partners. (PA)

Reviews some of the most pertinent current research on possible causes of dyslexia. Offers guidelines for the prognosis and treatment of dyslexics and literary options for reading teachers and specialists to use in working with dyslexia. (PA)

Reports a one-year study in a fourth-grade classroom to help students become able readers and instill in them a desire to read. States that the reading program included silent reading, choices of reading materials, sharing of literature, and appropriate adult modeling. Reports increases in reading rates, comprehension, vocabulary, and amount of…

Addresses legislation that led to the present focus on classroom inclusion for students with special needs and accommodation of such students in the classroom reading program. Focuses on children who are diagnosed with attention-deficit disorder and children identified as intellectually gifted. Gives recommendations to help these children…

Describes an approach to spelling--word class--that combines a self-selected approach to spelling instruction and thinking skills. Suggests that this approach helps students become more sensitive to letter patterns and word parts, adds depth and dimension to their vocabulary, teaches thinking skills, creates more authentic thinking and writing…