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Presents children's book illustrator David Wisniewski's explanations of his illustration technique, how and why he chooses stories with a moral center, and his thoughts about winning the 1997 Caldecott Award for the book `Golem.' Wisniewski's work as a shadow puppeteer; Tools and materials used by Wisniewski to craft his cut-paper illustrations.

We study the impact of child work on cognitive development in four Low‐ and Middle‐Income Countries. We advance the literature by using cognitive test scores collected regardless of school attendance. We also address a key gap in the literature by controlling for children's complete time allocation budget. This allows us to estimate effects of different types of work, like chores and market/farm work, relative to specific alternative time‐uses, like school or study or play/leisure. Our results show child work is more detrimental to child development to the extent that it crowds out school/study time rather than leisure. We also show the adverse effect of time spent on domestic chores is similar to time spent on market and farm work, provided they both crowd out school/study time. Thus, policies to enhance child development should target a shift from all forms of work toward educational activities. [ABSTRACT FROM AUTHOR]

The purpose of the present paper is to introduce the Teachers' Choices Cognate Database. English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in both English and Spanish. To create this free online database, the cognates from every one of the 146 International Reading Association's Teachers' Choices books for the years, 1998-2012, were compiled and published at www.angelfire.com/ill/monte/teacherschoices.html. The cognates in the database may be used to create vocabulary lessons or mini-lessons to accompany book read-alouds for Latino English Language Learners ( ELLs) in the early primary grades. Ideas for teaching English-Spanish cognates through picture book read-alouds are presented and discussed. [ABSTRACT FROM AUTHOR]

How might book introductions open up spaces for critical literacy? This is the research question we asked while examining the records of teaching and learning within a yearlong teacher-research project in a second grade classroom. We designed a series of literacy units focused on themes of human rights, freedom, peace, and civil rights. Our focus in this paper is on one slice of the classroom's literacy life: book introductions. Our findings indicate that spaces for critical literacy were opened up through the teachers' careful selection of books; the teachers' use of purposeful prompts, and the teachers' willingness to let silence reign during the book introduction. We display three important findings through 'telling examples' of what critical literacy book introductions sound and look like. [ABSTRACT FROM AUTHOR]

Suggests tips for developing teaching techniques and teaching materials for children. Details on teaching alphabetizing skills; Selected books for each grade level; Creation of writing workshops for children; Views on how to take care of books.

Comments on books on children's tales. `I Was Born About 10,000 Years Ago,' by Steven Kellogg; `The Twelve Dancing Princesses,' by Jane Ray; `William Shakespeare's A Midsummer Night's Dream,' by Bruce Coville; `Cupid and Psyche,' by Charlotte Craft.

Key points Zebrafish provide a unique opportunity to investigate in vivo sensory transduction in mature hair cells., We have developed a method for studying the biophysical properties of mature hair cells from the lateral line of juvenile zebrafish., The method involves application of the anaesthetic benzocaine and intubation to maintain ventilation and oxygenation through the gills., The same approach could be used for in vivo functional studies in other sensory and non-sensory systems from juvenile and adult zebrafish., Abstract Hair cells are sensory receptors responsible for transducing auditory and vestibular information into electrical signals, which are then transmitted with remarkable precision to afferent neurons. The zebrafish lateral line is emerging as an excellent in vivo model for genetic and physiological analysis of hair cells and neurons. However, research has been limited to larval stages because zebrafish become protected from the time of independent feeding under European law (from 5.2 days post-fertilization (dpf) at 28.5°C). In larval zebrafish, the functional properties of most of hair cells, as well as those of other excitable cells, are still immature. We have developed an experimental protocol to record electrophysiological properties from hair cells of the lateral line in juvenile zebrafish. We found that the anaesthetic benzocaine at 50 mg l−1 was an effective and safe anaesthetic to use on juvenile zebrafish. Concentrations up to 300 mg l−1 did not affect the electrical properties or synaptic vesicle release of juvenile hair cells, unlike the commonly used anaesthetic MS-222, which reduces the size of basolateral membrane K+ currents. Additionally, we implemented a method to maintain gill movement, and as such respiration and blood oxygenation, via the intubation of > 21 dpf zebrafish. The combination of benzocaine and intubation provides an experimental platform to investigate the physiology of mature hair cells from live zebrafish. More generally, this method would allow functional studies involving live imaging and electrophysiology from juvenile and adult zebrafish. [ABSTRACT FROM AUTHOR]

Composing with different modes - image, sound, video and the written word - to respond to and analyze literary and informational text helps students develop as readers and digital communicators. This article showcases five multimodal strategies for engaging children in rich literature-based learning using digital tools and Internet resources. [ABSTRACT FROM AUTHOR]

This article documents the experiences of a diverse group of second grade students during a nine week unit of study focused on graphic stories. The project begins as the class is immersed in reading graphic stories designed for young readers. Images, written text, and dialog are utilized to scaffold reading comprehension and to practice fluency. Then, students construct their own graphic stories based on characters from books, popular culture, and personal experiences. Each story is transformed into a digital format with narration using Photo Story. The results indicate student growth in the areas of comprehension and fluency. There is also a need to integrate new literacies with traditional to prepare students for communicating in the 21st century. [ABSTRACT FROM AUTHOR]

Beginning with a brief rationale for selecting quality digital picture book apps for beginning readers, the authors describe the elements of digital picture books and provide a brief review of the instructional benefits of digital picture book use for beginning readers. They then present a detailed taxonomy for selecting quality picture book apps. Examples drawn from actual apps available for young children illustrate the concepts addressed. Beginning with a brief rationale for selecting quality digital picture book apps for beginning readers, the authors describe the elements of digital picture books and provide a brief review of the instructional benefits of digital picture book use for beginning readers. They then present a detailed taxonomy for selecting quality picture book apps. Examples drawn from actual apps available for young children illustrate the concepts addressed. [ABSTRACT FROM AUTHOR]

Authentication projects, particularly for historical fiction, provide a means for students to explore literature and history while practicing critical literacy skills. The authors 1) present benefits and cautions for historical fiction use in elementary classrooms 2) introduce authentication projects as a means to mitigate risks and enhance benefits of using historical fiction, 3) document the use of authentication projects with pre-service teachers, and 4) provide guidelines for implementing authentication projects with elementary students. [ABSTRACT FROM AUTHOR]

This article tells the story of one second grade teacher and the ways she integrated informational texts into her classroom. Reported by the classroom teacher and a researcher who studied her practice for a year, the manuscripts details the ways Michelle (the classroom teacher) embedded informational texts in her classroom primarily within the context of inquiry. The two authors first report on the ways Michelle integrated informational texts across the school day and school year, and then present in more detail one inquiry unit on habitats. The authors conclude by arguing that that learning about informational texts is most productive when embedded within inquiry-focused classrooms engaged in learning from informational texts. [ABSTRACT FROM AUTHOR]

The article presents information on how to teach children's literature in the digital age. The authors look at a Reading Workshop 2.0 environment, the use of multimodal and digitally based texts and resources, and classroom discussion. The article also discusses electronic readers (e-readers) and how students can share their reading experiences through Web-based resources.

This article shares the authors' work with first graders and how, through various reading, writing, and art experiences around picturebooks, the children learned to read and communicate through art along with written language. The work is grounded in multimodality theory and the belief that all modes (particularly art for the purposes of this article) are equally valid and significant ways of communicating meaning. The article provides examples of experiences with the picturebooks I Love My New Toy and Guji Guji of how the children came to understand the language of art. Insights from this work that are discussed include that young children can and do think and read multimodally, that understanding art as an equally valid mode of communication, along with written language, provides children with additional pathways through which to construct meaning, and that art is a valid language that needs to be valued and taught. [ABSTRACT FROM AUTHOR]

This article describes how one teacher implemented a memoir genre study in her sixth grade classroom using a writing workshop approach. It begins by outlining the author's philosophy and rationale for teaching writing in this manner. This is followed by a discussion of how one could organize one's classroom for a memoir genre study. Several significant mini-lessons are then described which focus on brainstorming, planning, developing effective titles, leads and conclusions, structuring a memoir texts, the use of the senses in memoir writing and strategies for revision. The aim of this article is to equip practitioners with the practical knowledge they need if they are seeking to implement a memoir genre study in their elementary school classroom. [ABSTRACT FROM AUTHOR]

The literary element of character is critical to literary meaning-making, and in picturebooks images provide information important to understanding characters. This manuscript shares results of an investigation that explored the kinds of pictorial information young children use to gain insights into the characters and provide practical ways teachers can extend their own as well as children's engagement with visual text. Following read alouds of three picturebooks, second graders were shown pre-selected illustrations from the books and interviewed. Insights gained suggest children are aware of important visual information and use certain types of visual information to understand character. Yet, many children were not attuned to several intentional visual devices used by illustrators. Therefore, teachers have important work to do in fostering children's visual literacy. Teachers must value, draw attention to, and explore illustrations and artistic devices illustrators utilize to facilitate visual literacy and character development. [ABSTRACT FROM AUTHOR]

Copyright of Reading Research Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers often have no preparation for handling the questions and conversations that arise in the classroom when discussing literature having adoption or foster care themes. Instead of relying on personal experiences or stereotypes portrayed through the media, teachers are advised to understand the developmental tasks of children from families formed through adoption or foster care. In addition, teachers can use sensitive classroom language and safe options for enrichment or extension assignments whenever using children's literature about adoption or foster care. Finally, teachers must also be prepared to interpret for children the historical context of adoption and foster care in the literature under study. Guidelines are offered to help teachers select and discuss literature about this type of diverse modern family structure. [ABSTRACT FROM AUTHOR]

Students entering school with limited vocabularies are at a disadvantage compared to classmates with robust knowledge of words and meanings. Teaching a few unrelated words at a time is insufficient for catching these students up with peers and preparing them to comprehend texts they will encounter across the grades. This article presents children's literature and research-supported activities that can accelerate vocabulary acquisition by immersing children in semantic clusters to build knowledge of abstract concepts and individual words representing the concepts. These methods are efficient as well as effective and have the potential to increase breadth and depth of word learning for students with less and more rich vocabularies. [ABSTRACT FROM AUTHOR]

Scholars have argued for reading and discussing children's and young adult literature containing lesbian, gay, bisexual, transgender, and/or questioning (LGBTQ) characters and related themes with youths. Yet, we know very little about how to do this among LGBTQ people and their allies. This study examined 18 transcripts of talk from a literature discussion group of 32 adolescents and adults, including the authors, using 24 texts over 3 years in an LGBTQ youth center. The goal was to identify the nature of the talk and the ways it was liberatory and/or oppressive. A Foucaultian analysis of the talk, combined with ethnographically collected information, was conducted, identifying discourses, uses, and ways of operating to reveal possibilities and limitations of LGBT-inclusive and queering discourses. Findings suggest a complex, reciprocal process among texts, talk, and context in which no discourse is monolithically liberatory or oppressive. Complementary and competing discourses in conversation with each other around diverse texts and in complex contexts, however, provide opportunities for conflicts and potential for change. [ABSTRACT FROM AUTHOR]

The article discusses how reading instruction could be integrated with fitness education for children. The obesity epidemic among children in the U.S. is discussed, particularly how physical fitness education is sometimes reduced in order to increase academic instruction time in schools. The role of motivation in learning is noted as is the way in which reading could compel children to get more exercise. It is argued that teachers could use FitLit, which are reading materials that emphasize healthy living, to integrate reading and physical activity. A typical lesson that follows the FitLit model is described, particularly preparation before the lesson, during the reading, and after.

The article discusses the educational aspects of parodies, reading and writing across the curriculum, and a graduate education course that the author taught on children's literature. A definition for parody is examined, particularly how parody is a kind of copy change, which is a teaching method. Examples are presented of parodies of poems that were written by a language arts, mathematics, social studies, and science teacher that explains concepts in their disciplines. The benefits of using parodies in the classroom, it is noted, can improve relations between teachers and their students.

The article presents the 2010 Children's Choice list, sponsored by the International Reading Association (IRA) and the Children's Book Council (CBC), which selects the best trade books for children and young adults. The list includes bibliographic information and capsule reviews. It includes books such as "Being a Pig Is Nice: A Child's-Eye View of Manners" by Sally Lloyd-Jones, "The Hair of Zoe Fleefenbacher Goes to School" by Laurie Halse Anderson, and "The Sleepy Little Alphabet: A Bedtime Story From Alphabet Town" by Judy Sierra.

This article describes multimodal classroom texts and the theories and practice that make multimodal education useful and affordable in schools. The article explains the process of exploring multimodal aspects of texts and the sociocognitive aspects of literacy learning. The article also describes a research project with elementary school teachers to develop and teach literacy curricula with children's picture books with visual and interactive textual elements. Also described are examples of how multimodal and sociocognitive aspects of texts introduce new roles for both readers and teachers.

The article discusses a study regarding the inclusion of African American literature into school curricula and school libraries as a way of benefitting African American students. The author comments on increases in the publication of African American children's literature and notes criteria for evaluating African American literature as authentic and relevant to students. Students were asked to evaluate African American children's literature in discussion journals and ballots. Students also participated in debates discussing the books they read and a survey was administered to teachers regarding books used in class. The study indicated that emotional attachment to a book's characters was a key factor in book selection for students and that realistic fiction was the most popular genre.

This article suggests that the introduction of multicultural children's literature into the elementary classroom is a step in the right direction towards helping students develop a cultural identity. The article further implies that such an introduction will help to prevent stereotyping or prejudice attitudes. The cultural identity of Arab American students is discussed and their introduction to a classroom system is evaluated. The selection of classroom literature to share with a group of children who have their own physical, emotional, and cognitive differences is also discussed.

The article reports on symbolic play related to children's literature and text interactions among preschool student readers. The article suggests that pretend play is a context for learning and contributes to student development. Play activities can include pretend play with objects, playing at being someone or something, and creating fictional people, places, and things. The article presents techniques for classroom play and methods to observe and assess children's play. Other topics include props, play within text, self-direction, and book selection.

The article discusses the portrayal of writers within children's literature. The authors analyzed the books by searching for themes, keywords, recurring motifs, and purposeful content analysis which means comparing, contrasting and characterizing data, according to the article. Why the story's character writes is explored. The different ways characters benefit from their writing include helping them to cope with life experiences, documenting their experience, building relationships and validating their identity as a writer. What effect the character's writing had on an audience was analyzed.

This article presents an experimental project on the use of multiliteracies and new technology in the urban elementary school Joyce Public School in Toronto, Ontario. The goal of the project is to update the traditional children's story "Goldilocks and the Three Bears" with the use of new technologies. The primary school children have learned the basic narrative of the story and have created their own versions which are more accessible and meaningful to them. Multiliteracies focuses on two arguments. The first argument focuses on the multiplicity of communications channels and media, while the second argument focuses on the salience of cultural and linguistic diversity.

The article discusses the importance of using children's books and literature in elementary teaching. Selecting and using children's books and literature in elementary classrooms is an important element of affective accountability of teachers to their students and themselves. The inclusion of literature in the curriculum not only allows teachers to become thrilled with the reading materials but also enables them to gain an expansive menu of reader response activities that could be used to promote literacy skills. For students, the use of books, with the help of an effective teacher, enables them to improve on their vocabulary, comprehension and fluency. Several suggestions to using children's literature while allowing teachers to comply with the traditional curriculum are provided.

This article presents a critical analysis of modern fantasy books in light of some of the characteristics of the genre. It also demonstrates how features of fantasy reflect in books that can be used to teach students about the qualities of fantasy, and differentiates the genres of modern fantasy and traditional fantasy. The books reviewed include "Artemis Fowl: The Opal Deception," by Eoin Colfer, "The Sisters Grimm: The Fairy Tale Detectives," by Michael Buckley, "The Book Without Words: A Fable of Medieval Magic," by Avi, "Alice the Fairy," by David Shannon and "Gulliver's Travels," by Jonathan Swift. INSET: FANTASY.

This section presents a list of the 2005 U.S. children's literature award winners. Cynthia Kadohata, author of the book Kira Kira, received the John Newbery Medal for her contribution to literature for children published in the U.S. The Coretta Scott King Illustrator Award is given to Kadir A. Nelson for his work, Ellington Was Not a Street. Rhoda Blumberg accepted the Orbis Pictus Award for her nonfiction book, York's Adventures With Lewis and Clark: An African-American's Part in the Great Expedition. The Robert F. Sibert Medal, given to an outstanding informational book, was received by Russell Freedman for The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights.

Describes an experience of an educator who incorporated children's literature to the teaching of mathematics. Incident that led to the effort; Outcome of the effort; Implications for preservice teachers.

The article focuses on several first-day-of-school books and books about children's experiences at school, including "The Goof Who Invented Homework and Other School Poems," by Kalli Dakos, "The Teacher's Funeral: A Comedy in Three Parts," by Richard Peck, "Once Upon an Ordinary School Day," by Colin McNaughton and "I Am Too Absolutely Small for School," by Lauren Child.

Presents information on the responses of authors and illustrators, the 2004 U.S. children's literature award winners, on the questions about their lives and work. Kate DiCamillo; Mordicai Gerstein; Ashley Bryan; Jim Murphy; James Warhola.

Presents information on the Children's Choices for 2004, a project of a joint committee supported by the International Reading Association and the Children's Book Council. Number of books evaluated by children for the project; Reviews of several books for beginning and young readers; Information on members of the review teams; Tips for parents, primary caregivers and educators on telling the story of a book.

Discusses the use of transcript excerpts from small-group interactive read-aloud sessions with grade I children to illustrate their understandings of and responses to the Radical Change characteristics in picture books. Types of fundamental change in contemporary literature for children and youth; List of picture books exhibiting radical change characteristics.

Explores the aspects of integrating the Internet with a literature program for children. Factors to consider in using the Internet to expand response opportunities; Ways to make initial book selections; Type of literature emerging on the Internet that will help develop new literacies while engaging students in story experiences.

Presents a survey result on recreational reading habit of students in the U.S. Knowledge of educators on children's literature; Association of recreational reading activities with comprehension tests scores; Strategies on improving recreational reading habit of students.

Explains the appropriateness of post-modern picture books in teaching children how to read. Characteristics of traditional children's books; Means of categorizing picture books; Difference between traditional and post-modern picture books.

Recommends several children's books about places. 'Castles, Caves, and Honeycombs,' by Linda Ashman; 'The Caged Birds of Phnom Penh,' by Frederick Lipp; 'The Hidden Forest,' by Jeannie Baker; 'Holding Up the Earth,' by Dianne E. Gray.

Objective. Scholars who have investigated depictions of public service in children's literature have come to a mix of conclusions regarding the portrayal of public figures in children's literature. We revisit these studies, attempting to answer the question of how public servants are portrayed in children's literature. Methods. We perform content analysis of 93 books and examine 868 characters for benevolence and competence. Results. We find that public servants are portrayed as no more incompetent or malevolent than other adults in children's literature. On a few dimensions, we find just the opposite. Furthermore, we find that women in general are portrayed as more benevolent than men, although the same patterns are not found between sexes when examining only those in the public service. Conclusions. If children are developing negative stereotypes of government officials and institutions, these stereotypes do not appear to be formed through their reading of children's literature. [ABSTRACT FROM AUTHOR]

Enumerates several children's books on story language. `Days Like These: A Collection of Small Poems,' collected and illustrated by Simon James; `Come With Me: Poems for a Journey,' by Naomi Shihab Nye; `Cave,' by Diane Siebert.

Presents a study which described how a young child interacted with various types of storybook media. Benefits of CD-ROM storybook sharing; Use of the Language Experience Approach in a storybook format; Conception of multiple literacies.

Discusses the Books Aloud program developed in Philadelphia, Pennsylvania which aims to put children's books in urban child-care centers. Impact of the program on the literacy development of children. Techniques in teaching reading skills to children: List of books for children.

Presents several outstanding trade books published for children and adolescents identified by the International Reading Association's Teachers' Choices for the year 2000. `Amelia and Eleanor Go for a Ride,' by Pam Munoz Ryan, illustrated by Brian Selznick; `Animal Acrostics,' by David Hummon, illustrated by Michael S. Maydak; `Eleanor's Story: An American Girl in Hitler's Germany,' by Eleanor Ramrath Garner.