1 2 3 4 5

2003-03-21 A Response-Based Approach to Reading Literature

The thought-provoking literature class is an environment where students are encouraged to negotiate their own meanings by exploring possibilities, consider understandings from multiple perspectives, sharpen their own interpretations, and learn about features of literary style and analysis through the insights of their own responses. Responses are based as much on readers' own personal and cultural experiences as on the particular text and its author.

2003-03-19 Good Parent-Teacher Relationship Benefits Children

Children are the benefactors when parents and teachers communicate. Both parents and teachers have insights to the child, and sharing this information can yield solutions to problems that arise at school. This article provides parents reasons for building a good relationship with teachers and ways to get involved in elementary, middle, and high schools.

2003-03-04 Overcoming the Obstacle Course: Teenage Boys and Reading

Connecting boys with books and reading requires librarians and teacher-librarians to examine their assumptions and expectations. Young adult services specialists Patrick Jones and Dawn Fiorelli examine the research into boys’ reading and non-reading habits, and offer concrete and practical advice for making that connection. Suggestions include reviewing the library’s collection and the young adult area within the library to assess guy-friendliness. Includes a list of professional resources to help teacher-librarians, and a list of “sure-thing” titles for boys in middle school.

http://www.teacherlibrarian.com/pages/30_3_feature.html

2003-01-31 A Recipe for Reluctant Readers

Instructors find the challenge of getting students to write complicated by, if not a result of, difficulty getting them to read. One potential remedy is based on several assumptions anchored in conventional wisdom. Read more about helping reluctant readers to read.

2003-01-20 Effective Literacy Instruction for Adolescents

Keeping adolescents’ interests and needs in mind when designing effective literacy instruction at the middle and high school level is stressed in this Executive Summary of a larger article comissioned by the National Reading Conference.

1 2 3 4 5

| |
| | |
| | |