Children's Literature Guide to Research and Resources
Greetings. The following materials are intended to provide an introduction to Children's Literature Guide to Research and Resources. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Children and Adolescent Literature Resources
On-line Journals on Children's and Adolescent Literature
Citations From the ERIC Database
AN: EJ612049
AU: Lowe,-Joy-L.; Matthew,-Kathryn-I.
TI: Puppets and Prose.
PY: 2000 SO: Science-and-Children; v37 n8 p41-45 May 2000
DE: *Childrens-Literature; *Puppetry-; *Scientific-Concepts; *Toys-
DE: Animals-; Elementary-Education; Integrated-Curriculum; Science-Education
AB: Points out the motivating effects of puppets, books, and animals on children's learning. Warns against books that may include incorrect scientific concepts and suggests the use of puppets. Recommends puppets, prose books, and internet sites. (YDS)
AN: EJ611949
AU: Stewart,-Michelle-Pagni
TI: How Can This Be Cinderella if There Is No Glass Slipper? Native American "Fairy Tales."
PY: 2000 SO: Studies-in-American-Indian-Literatures; v12 n1 p3-19 Spr 2000
NT: Theme issue
Title: "Children's Literature."
DE: *American-Indian-Literature; *Childrens-Literature; *Cultural-Education; *Fairy-Tales; *Oral-Tradition; *Reading-Material-Selection
DE: American-Indian-Culture; Cultural-Awareness; Elementary-Education
AB: Analysis of three Native American Cinderella-type tales finds that although each has flaws in depicting Native American culture, overall they are culturally accurate and respectful. Such tales can be used as teaching tools to help children understand Native American cultures and beliefs while making them aware of how culture and beliefs can easily be disrespected. (Contains 24 references.) (TD)
AN: EJ611700
AU: Zingher,-Gary
TI: A Curious Place Indeed.
PY: 2000 SO: School-Library-Media-Activities-Monthly; v16 n9 p39-41,44 May 2000
DE: *Childrens-Literature; *Class-Activities; *Creative-Activities
DE: Books-; Elementary-Education; Fiction-; Films-; Imagination-; Reading-Materials; Videotape-Recordings
AB: Presents short descriptions of six "curious places" in children's books and films. Describes sample creative class activities for younger and middle grade children to engage in after listening to selected stories. Activities include creating drawings, stories, flip books, and picture books; role-playing; and developing an imaginary town. (Contains a list of print and video resources.) (AEF)
AN: EJ611077
AU: Beck,-Cathy; Nelson-Faulkner,-Shari; Pierce,-Kathryn-Mitchell
TI: Historical Fiction: Teaching Tool or Literary Experience?
PY: 2000 SO: Language-Arts; v77 n6 p546-55 Jul 2000
NT: Theme: The Making of a Reader.
DE: *Books-; *Childrens-Literature; *Literature-Appreciation
DE: Elementary-Secondary-Education; Language-Arts; Novels-; Reader-Text-Relationship; Reading-Material-Selection; Reading-Materials
AB: Looks at the characteristics of outstanding historical fiction including its literary qualities and criteria associated with authenticity. Discusses how teachers invite readers to approach their experiences with these novels. Looks at the role of historical fiction in today's classrooms. Presents brief annotations of 25 outstanding works of children's historical fiction. Notes other outstanding books. (SR)
AN: EJ607874
AU: Sipe,-Lawrence-R.
TI: The Construction of Literary Understanding by First and Second Graders in Oral Response To Picture Storybook Read-Alouds.
PY: 2000 SO: Reading-Research-Quarterly; v35 n2 p252-75 Apr-Jun 2000
DE: *Childrens-Literature; *Literary-Criticism; *Picture-Books; *Reading-Aloud-to-Others; *Student-Reaction
DE: Grade-1; Grade-2; Listening-Comprehension; Primary-Education
AB: Describes what constituted literary understanding for one classroom interpretive community of first and second graders by analyzing their oral responses as picture storybooks were read aloud to them. Suggests that the impressive literary critical abilities of children as young as first and second grade are appropriately understood through a wide variety of theoretical perspectives. (SC)
AN: EJ607806
AU: Gallas,-Karen
TI: Why Do We Listen to Stories?
PY: 2000 SO: New-Advocate; v13 n1 p35-40 Win 2000
NT: Special Issue: The Role of Literature in Students' Lives in the Next Millennium.
DE: *Childhood-Attitudes; *Childrens-Literature; *Literature-Appreciation; *Story-Telling
DE: Coping-; Grade-2; Imagination-; Individual-Development; Primary-Education; Reading-Attitudes
AB: Offers children's answers to the question, "Why do we listen to stories?" Explores what a group of second graders had to say about literature, imagination, and the place of stories in their own lives. Discusses the role of literature in unleashing imagination, helping humans see the big picture, and how "knowing the old helps us make the new." (SR)
AN: EJ604793
AU: Giorgis,-Cyndi; Johnson,-Nancy-J.; Baker,-Janine; Bonomo,-Annamarie; Colbert, -Chrissie; Conner,-Angela; King,-Janine; Pottle,-Pam
TI: Children's Books: Summertime.
PY: 2000 SO: Reading-Teacher; v53 n8 p696-704 May 2000
DE: *Books-; *Childrens-Literature; *Reading-Materials
DE: Elementary-Education; Language-Arts; Literature-Appreciation; Reading-Material-Selection
AB: Offers brief descriptions of 38 illustrated children's books that embody the notion of summer days spent traveling, discovering, inquiring, adventuring, or having fun. (SR)
AN: EJ604660
AU: Swartz,-Mary-Katherine; Hendricks,-Cindy-Gillespie
TI: Factors That Influence the Book Selection Process of Students with Special Needs.
PY: 2000 SO: Journal-of-Adolescent-and-Adult-Literacy; v43 n7 p608-18 Apr 2000
DE: *Books-; *Childrens-Literature; *Disabilities-; *Reading-Material-Selection; *Special-Education; *Student-Attitudes
DE: Junior-High-Schools; Middle-Schools; Reading-Research
AB: Finds that children with special needs like the same kinds of books as other children and should be allowed to choose their own books for pleasure reading. Shows that, in addition to topic/subject matter, writing style, cover/illustrations, characters, and back-of-the-book summaries, these students also considered title, length of book, movie/TV adaptations, and a friend's recommendation. (SR)
AN: EJ598981
AU: Martinez,-Miriam-G.; McGee,-Lea-M.
TI: Children's Literature and Reading Instruction: Past, Present, and Future.
PY: 2000 SO: Reading-Research-Quarterly; v35 n1 p154-69 Jan-Mar 2000
NT: Special Issue: Envisioning the Future of Literacy.
DE: *Basal-Reading; *Childrens-Literature; *Reading-Instruction
DE: Electronic-Text; Elementary-Education; Futures-of-Society; Literary-Genres; Reading-Research
AB: Examines the historical, political, and research roots which have shifted reading instruction from being basal dominated to more literature driven. Argues the future of children's literature in reading instruction depends on exploiting the potential of online and electronic texts, fine-tuning genres of literature, and constructing theories of why reading instruction requires literature as an essential component of reading instruction. (RS)
AN: ED444130
AU: Post,-Arden-DeVries
TI: Celebrating Children's Choices: 25 Years of Children's Favorite Books.
CS: International Reading Association, Newark, DE.
PY: 2000
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($23.95). Web site: http://www.reading.org.
NT: "With Marilyn Scott and Michelle Theberge."
PR: EDRS Price MF01/PC11 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED444130
DE: *Childrens-Literature; *Literature-Appreciation
DE: Annotated-Bibliographies; Class-Activities; Content-Area-Reading; Elementary-Education; Reading-Material-Selection
AB: This book provides the background and development of the Children's Choices project and highlights many of the best known and most popular books that have appeared on the Children's Choices list over the past 25 years. Each book selection features a picture of the book jacket, an annotation from the Choices list, a list of classroom applications, and vignettes from the classrooms where the authors observed the applications in progress. Selected books cross content areas and reading levels, and feature both fiction and nonfiction. The book begins with an introductory chapter and a chapter entitled "Children's Literature in the Curriculum and at Home." The third chapter, "Books Used with Younger Readers," contains sections entitled "Imagine the Impossible with 'Cows Can't Fly'"; "Check and Chart Weird and Real Weather with 'Cloudy with a Chance of Meatballs'"; "Study a Whale of a Tale with 'Katie K. Whale'"; "Open the Door to Sharing with 'The Doorbell Rang'"; "Explode into Literacy with 'The Magic School Bus Blows Its Top'"; "Serve as a Sleuth with 'Bunnicula'"; and "Establish a Classroom Community with 'Miss Nelson Is Missing.'" The fourth chapter, "Books Used with Middle Readers," contains sections entitled "Write Tall with 'American Tall Tales'"; "Develop Sensitivity to Environmental Needs with 'A River Ran Wild'"; "Appreciate Animals with 'The Humane Societies: A Voice for the Animals'"; "Play with Poetry with 'The Book of Pigericks'"; and "Three Cinderella Stories": "Vasilissa the Beautiful: A Russian Folktale"; "Yeh-Shen: A Cinderella Story from China"; and "Cinderella (Fay's Fairy Tales)." The fifth chapter, "Books Used with Older Readers," contains sections entitled "Think through Relationships with 'Philip Hall Likes Me. I Reckon Maybe'"; "Grow with 'Seedfolks'"; "Study Opposites with 'Tops and Bottoms'"; "Dare To Dream with 'Dragonwings'"; and a subsection entitled "Use Jean Fritz Books To Enhance a Unit on the American Revolution and Colonial America," dealing with the children's books "Can't You Make Them Behave, King George?"; "Will You Sign Here, John Hancock?"; "What's the Big Idea, Ben Franklin?"; and "George Washington's Mother." (Contains an afterword "Plant a Seed--Read!" and approximately 100 references.) (RS)
AN: EJ606408
AU: Fang,-Zhihui; Fu,-Danling; Lamme,-Linda-L.
TI: Rethinking the Role of Multicultural Literature in Literacy Instruction: Problems, Paradox, and Possibilities.
PY: 1999 SO: New-Advocate; v12 n3 p259-76 Sum 1999
DE: *Asian-Americans; *Childrens-Literature; *Cultural-Pluralism; *Multicultural-Education
DE: Cultural-Awareness; Cultural-Differences; Discussion-Teaching-Technique; Elementary-Education; Literature-Appreciation
AB: Uses a cultural studies framework to demonstrate how multicultural literature is often trivialized and misused in literature-based classrooms. Critiques actual literature discussions and examines the content of several Asian American children's books to move toward a more complete understanding of critical literacy pedagogy and what it means to "read" in a pluralistic society. (SR)
AN: EJ592805
AU: Baumann,-James-F.; Hooten,-Helene; White,-Patricia
TI: Teaching Comprehension through Literature: A Teacher-Research Project To Develop Fifth Graders' Reading Strategies and Motivation.
PY: 1999 SO: Reading-Teacher; v53 n1 p38-51 Sep 1999
DE: *Childrens-Literature; *Literature-Appreciation; *Reading-Comprehension; *Reading-Instruction; *Reading-Motivation; *Reading-Strategies
DE: Action-Research; Grade-5; Intermediate-Grades; Reading-Attitudes
AB: Describes a year-long teacher action-research study involving fifth graders that used trade books to teach students various reading-comprehension strategies. Finds that students retained and transferred strategy learning to other texts and contexts; valued reading more and reported reading more; and demonstrated enhanced appreciation for books and literature. (SR)
AN: EJ587549
AU: Neuman,-Susan-B.
TI: Books Make a Difference: A Study of Access to Literacy.
PY: 1999 SO: Reading-Research-Quarterly; v34 n3 p286-311 Jul-Sep 1999
DE: *Access-to-Education; *Childrens-Literature; *Day-Care-Centers; *Emergent-Literacy; *Low-Income; *Student-Development
DE: Early-Intervention; Inservice-Teacher-Education; Preschool-Education; Program-Effectiveness
AB: Examines the impact of an intervention targeting economically disadvantaged children that flooded over 330 child-care centers with high-quality children's books and provided 10 hours of training to child-care staff. Examines the project's impact and gives support for the physical proximity of books and the psychological support to child-care staff on children's early-literacy development. (SC)
AN: EJ587414
AU: Ouellette,-Glenda; Dagostino,-Lorraine; Carifio,-James
TI: The Effects of Exposure to Children's Literature through Read Aloud and an Inferencing Strategy on Low Reading Ability Fifth Graders' Sense of Story Structure and Reading Comprehension.
PY: 1999 SO: Reading-Improvement; v36 n2 p73-89 Sum 1999
DE: *Childrens-Literature; *Oral-Reading; *Reading-Comprehension; *Reading-Difficulties
DE: Grade-5; Intermediate-Grades; Low-Achievement; Reading-Aloud-to-Others; Reading-Research; Story-Grammar
AB: Examines the effects of exposures to children's literature through reading aloud and an inferencing strategy on low-reading-ability fifth-grade readers' sense of story structure and reading comprehension. Uses an experimental/control group repeated measures design. Finds that this study is consistent with other research that indicates the usefulness of reading aloud on reading comprehension of low-ability readers. (SC)
AN: EJ583493
AU: Chamberlain,-Julia; Leal,-Dorothy
TI: Caldecott Medal Books and Readability Levels: Not Just "Picture" Books.
PY: 1999 SO: Reading-Teacher; v52 n8 p898-902 May 1999
DE: *Childrens-Literature; *Picture-Books; *Readability-
DE: Elementary-Education; Reading-Research
AB: Determines readability levels for each of the Caldecott Medal books, and presents the full list. Finds that the overall grade-level readability average was 4.75. Offers some suggestions for using the books in elementary classrooms. (SR)
AN: EJ579280
TI: 1998 Notable Books for a Global Society: A K-12 List.
PY: 1999 SO: Reading-Teacher; v52 n5 p498-504 Feb 1999
DE: *Adolescent-Literature; *Childrens-Literature; *Cultural-Pluralism; *Multicultural-Education; *Reading-Materials
DE: Annotated-Bibliographies; Cultural-Differences; Elementary-Secondary-Education; Global-Approach; Literature-Appreciation; Reading-Material-Selection
AB: Presents brief annotations of 25 outstanding books for children and young adults, published in 1997, that are culturally authentic, rich in cultural details, and that celebrate both diversity and the common bonds of humanity. (SR)
AN: ED439848
AU: Linder,-Toni-W.
TI: Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Teacher's Guide.
PY: 1999
AV: Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285-0624 (Stock No. 4005, $45. Maryland orders must add 5% sales tax). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com.
NT: For Modules 1-8 and 9-16, see PS 028 493 and PS 028 494.
PR: Document Not Available from EDRS.
DE: *Childrens-Literature; *Learning-Activities; *Play-; *Reading-Programs
DE: Curriculum-Guides; Early-Childhood-Education; Teaching-Guides; Thematic-Approach; Young-Children
AB: Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making friends, understanding other cultures, and just having fun. This teacher's guide provides guidance in encouraging early learning and development by creating a literacy-rich environment for preschool and kindergarten children of all ability levels. The guide explains: how to arrange the classroom; organize the day; introduce modifications for children of varying ability levels; and involve family members in their child's education. The guide also offers background information on the importance of play and literature in early learning, provides an overview of developmental domains, and discusses what to expect at various levels of children's development. The guide's appendix provides reproducible master planning sheets and illustrations to use with module activities. (HTH)
AN: ED439847
AU: Linder,-Toni-W.
TI: Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 2: Modules 9-16.
PY: 1999
AV: Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285-0624 (Stock No. 4021, $125. Maryland orders must add 5% sales tax). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com.
NT: For Modules 1-8 and the teacher's guide, see PS 028 493 and PS 028 495.
PR: Document Not Available from EDRS.
DE: *Childrens-Literature; *Learning-Activities; *Play-; *Reading-Programs
DE: Early-Childhood-Education; Thematic-Approach; Young-Children
AB: Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making friends, understanding other cultures, and just having fun. This set of module booklets comprises the second collection of storybook activities for the curriculum. Providing 2 weeks of theme-based activities, each module booklet covers: how to use the curriculum; the story; planning sheets; vocabulary; materials; classroom areas/centers; involving families; and additional suggestions. Each module booklet relates to a particular children's story: (1) "A Porcupine Named Fluffy"; (2) "First Flight"; (3) "Friends"; (4) "The Three Billy Goats Gruff"; (5) "The Three Little Javelinas"; (6) "A Rainbow of Friends"; (7) "Franklin Has a Sleepover"; and (8) "The Rainbow Fish." (HTH)
AN: ED439846
AU: Linder,-Toni-W.
TI: Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 1: Modules 1-8.
PY: 1999
AV: Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285-0624 (Stock No. 4013, $125. Maryland orders must add 5% sales tax). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com.
NT: For Modules 9-16 and the teacher's guide, see PS 028 494 and PS 028 495.
PR: Document Not Available from EDRS.
DE: *Childrens-Literature; *Learning-Activities; *Play-; *Reading-Programs
DE: Early-Childhood-Education; Thematic-Approach; Young-Children
AB: Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making friends, understanding other cultures, and just having fun. This set of module booklets comprises the first collection of storybook activities for the curriculum. Providing 2 weeks of theme-based activities, each module booklet covers: how to use the curriculum; the story; planning sheets; vocabulary; materials; classroom areas/centers; involving families; and additional suggestions. Each module booklet relates to a particular children's story: (1) "The Kissing Hand"; (2) "Somebody and the Three Blairs"; (3) "Picking Apples and Pumpkins"; (4) "The Little Old Lady Who Was Not Afraid of Anything"; (5) "The Knight and the Dragon"; (6) "Abiyoyo"; (7) "Night Tree"; and (8) "The Snowy Day." (HTH)
AN: ED435475
AU: Black,-Cheryl; Seeman,-Jacquelyn; Trobaugh,-Linda
TI: Using Children's Literature To Increase Prosocial Behaviors in the Early Years.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435475
DE: *Behavior-Change; *Childrens-Literature; *Elementary-School-Students; *Preschool-Children; *Prosocial-Behavior
DE: Books-; Change-Strategies; Childhood-Attitudes; Early-Childhood-Education; Pretests-Posttests; Program-Effectiveness
AB: This action research project evaluated a program for increasing prosocial behaviors of preschoolers, kindergartners, and first graders. Participating were three classrooms of students, one class in each grade level, in a middle class community in a large Midwestern city. The problem of failure to display prosocial behavior was documented among five students in each grade level, by means of classroom teachers' observations, checklists of prosocial behavior, and student interviews regarding problematic peer-related situations. The intervention consisted of selecting children's literature that addressed the needs of targeted students, reading the literature several times each week, and using follow-up activities to reinforce peer-related concepts. The effects of the intervention were assessed by means of pre-post observations of children's interactions and interviews with selected children regarding problematic peer-related situations. Post-intervention data indicated an increase in prosocial behaviors among the targeted students. The children developed problem-solving skills to assist in social interactions. Growth in speech and language skills was also noted. (Eight appendices include data collection instruments, a bibliography of the books used in the study, and sample lesson plans. Contains 30 references.) (KB)
AN: EJ594681
AU: Tarr,-C.-Anita
TI: Opening Up the Text: Ten Books for Critical Study.
PY: 1998 SO: Journal-of-Children's-Literature; v24 n2 p76-82 Fall 1998
AV: Children's Literature Assembly of the National Council of Teachers of English, The Ohio State University, School of Teaching and Learning, 333 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172.
NT: Theme: Literary Theory and Its Connection to Children's Literature in the Classroom.
DE: *Childrens-Literature; *Critical-Theory; *Discourse-Analysis; *Discussion-Teaching-Technique; *Literary-Criticism; *Self-Evaluation-Individuals
DE: Elementary-Education
AB: Presents 10 children's books that are particularly rich for analytical classroom discussions. Considers how studying literary theory is a way of becoming more aware of how people read and interpret what they read. Concludes that these books are good reading and good vehicles for introducing critical theories. (SC)
AN: EJ594676
AU: Soter,-Anna-O.; Letcher,-Mark
TI: Literary Theory and Appreciation: Learning about the Literary Craft.
PY: 1998 SO: Journal-of-Children's-Literature; v24 n2 p22-31 Fall 1998
AV: Children's Literature Assembly of the National Council of Teachers of English, The Ohio State University, School of Teaching and Learning, 333 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172.
NT: Theme: Literary Theory and Its Connection to Children's Literature in the Classroom.
DE: *Childrens-Literature; *Literary-Criticism; *Perspective-Taking; *Student-Interests; *Student-Participation; *Theory-Practice-Relationship
DE: Elementary-Education
AB: Presents two scenarios representing two very different critical perspectives: a text-focused and a reader-focused approach. Argues that using literary theory to look at a literary text anew results in a richer engagement with that text and helps students to want to engage with the work. (SC)
AN: EJ577010
AU: Burns,-Mary
TI: Separating Wheat from Chaff: An Introduction to Evaluating Picture Books.
PY: 1998 SO: Teaching-and-Learning-Literature-with-Children-and-Young-Adults; v8 n1 p61-68 Sep-Oct 1998
NT: Journal availability: Essmont Publishing, P.O. Box 186, Brandon, Vermont 05733-0186.
DE: *Childrens-Literature; *Literary-Criticism; *Literature-Appreciation; *Picture-Books; *Reading-Material-Selection
DE: Elementary-Education; Illustrations-; Librarians-; Parents-; Teachers-
AB: Argues that librarians, teachers, and parents can and should become book critics, since all perform acts of criticism when they select picture books to read aloud or to recommend to children. Discusses limitations of book criticism, skills or sensibilities needed, and the steps involved. Outlines four activities that help develop analytical skills, and vocabulary related to picture-book illustration and design. (SR)
AN: EJ574116
AU: McMath,-Joan-Scanlon; King,-Margaret-A.; Smith,-William-Earl
TI: Young Children, Questions and Nonfiction Books.
PY: 1998 SO: Early-Childhood-Education-Journal; v26 n1 p19-27 Fall 1998
DE: *Childrens-Literature; *Nonfiction-; *Preschool-Children; *Reading-Instruction; *Reading-Skills
DE: Preschool-Education; Reading-Material-Selection; Reading-Readiness
AB: Discusses use of nonfiction as a means of teaching preschool children reading skills required in intermediate grades. Identifies recent trends in nonfiction books, values of bringing together young children, and informational books and criteria for selecting high quality informational books. Includes bibliography of nonfiction children's books. (JPB)
AN: EJ571744
AU: Klesius,-Janell; Laframboise,-Kathryn-L.; Gaier,-Mary
TI: Humorous Literature: Motivation for Reluctant Readers.
PY: 1998 SO: Reading-Research-and-Instruction; v37 n4 p253-61 Sum 1998
DE: *Childrens-Literature; *Humor-; *Reading-Motivation
DE: Word-Recognition
AB: Examines use of humorous literature with children who are reluctant readers. Presents a rationale for using humorous literature to aid in developing word recognition and reading fluency. Follows with descriptions of various types of humor found in children's trade books; suggests ways to motivate children to participate in repeated readings. Includes a 45-item extensive bibliography of humorous books. (PA)
 Choosing Books For Children Ages 8 To 11 |
Other Resources (available either for sale or via interlibrary loan)
Title: Edging the boundaries of children's literature
Author: Winters, Carol J.
Year: 2001
Publisher: Allyn and Bacon
Title: Global perspectives in children's literature
Author: Freeman, Evelyn B.
Year: 2001
Publisher: Allyn and Bacon
Title: How picturebooks work
Author: Nikolajeva, Maria
Year: 2001
Publisher: Garland Pub.
Title: The new books kids like
Editors: Sharon Deeds & Catherine Chastain
Year: 2001
Publisher: American Library Association
Title: Profiles in children's literature : discussions with authors, artists, and editors
Author: Weiss, Jaqueline Shachter.
Year: 2001
Publisher: Scarecrow Press
Title: The Phoenix Award of the Children's Literature Association, 1995-1999
Editors: Alethea Helbig & Agnes Perkins
Year: 2001
Publisher: Scarecrow Press
Title: Reading contemporary picturebooks : picturing text
Author: Lewis, David
Year: 2001
Publisher: Routledge/Falmer
Title: Teaching banned books : 12 guides for young readers
Author: Scales, Pat
Year: 2001
Publisher: American Library Association
Title: The New York times parent's guide to the best books for children
Author: Lipson, Eden Ross
Edition and Year: 3rd ; 2000
Publisher: Three Rivers Press
Title: Blurring the edges : integrated curriculum through writing and children's literature
Author: Chatton, Barbara
Year: 1999
Publisher: Heinemann
Title: Children's literature and the K-4 social studies standards
Author: Hilke, Eileen Veronica
Year: 1999
Publisher: Phi Delta Kappa Educational Foundation
Title: Open books : literature in the curriculum, kindergarten through grade two
Author: Hurst, Carol Otis
Year: 1999
Publisher: Linworth Pub.
Title: Through the eyes of a child: An introduction to children's literature
Authors: Norton, D. E. & Norton. S. E
Edition and Year: 5th ; 1999
Publisher: Merrill
Title: Best books for children: Preschool through Grade 6
Editors: Gillespie, J. T. & Naden
Edition and Year: 6th ; 1998
Publisher: R.R. Bowker
Title: The best in children's books: The University of Chicago guide to children's literature
Editors: Sutherland, Z., Hearne, B., & Sutton, R
Edition and Year: 5th ; 1998
Publisher: University of Chicago Press
Title: Adventuring with books: A booklist for pre-K-grade 6
Editor: Sutton, W. K.
Year: 1997
Publisher: National Council of Teachers of English
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