Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Curriculum and Instruction.pdf
1. curriculum and instruction 175
1311. Thwaite, Ann. "A biographer's life." Canadian Children!'s
Uterature 54: 50-59. [The author of the principal biography of
Frances Hodgson Burnett stresses the treasure-hunt element in
writing biography, the challenge of discerning what is true in her
subjects lives, and her personal contact with her subjects' books;
notes dedication to creating suspense in her own writing.] J.G.
1312. Trousdale, Ann M. "Let the Children Tell Us: The
Meanings of Fairy Tales for Children." The New Advocate 2.2
(Spring 1989): 37-48. [The responses of 3 8 yr. old girls.
Children's meanings and morals did not correspond to the ones
articulated for them by adults like Bettleheim or the Fairie Tale
Theatre.]
1313. Tucker, Nicholas. "Finding the Right Voice: The Search
for the Ideal Companion in Adventure Stories." Otten 141-47.
[Wide-ranging general discussion concentrating on modern
literature.]
1314. Werner, Craig and Frank P. Riga. "The Persistence of
Religion in Children's Literature." CLAQ 14.1 (Spring 1989):
2-3· [Although religion now plays an increasingly prominent
part in boob for children, its nature has changed from a simple
declaration of faith to a complex search for stability, order, and
self-knowledge in a sometimes uncertain and even arbitrary
universe. Presentations of religious order always have meaning
for children.]
1315. Winner, Ellen. The Point of Words: Children's Understand-
ing of Metaphor and Irony. Cambridge: Harvard UP, 1988. 212 p.
1316. Zipes.Jack. "New Notions of Childhood and the
Function of Children's Literature." The German Quarterly 62
(1989): 501-04. Review Essay of Kindheit und Tod. Der
Rattenfänger-Mythos als Beitrag zu einer Kulturgeschichte der
Kindheit [Childhood and death. The ratcatcher myth as a
contribution to the cultural history of childhood] by Elke Liebs,
Das fremde Kind. Zur Entstehung der Kindheitsbilder des
bürgerlichen Zeitdters [The strange child. On the origin of the
picture of childhood in the age of the merchant classes] and Die
domestirierte Phantasie. Studien zur KinderUteratur, Kinderhktüre
und Literatur Pädagogik des 18 und frühen 19 Jahrhunderts [The
domesticated fantasy. Studies on children's literature, children's
reading, and pedagogical literature in the 18th and early 19th
centuries] by Rüdiger Steinlein. [A critical review of attitudes
toward children and childhood as evidenced by these 3 works.]
CB.
See also Authors: Dickens (Feinberg), Doyle (Hennessy),
Edgeworth (Myers), Fitzhugh (Paul), Forbes (Bosmajian), Ts'ao
Hsueh-ch'in (Wang), Karl, La Fontaine (Marin), Mayne
(Stephens), Mrs. Molesworth (Sircar), Ruy-Vidal, Stow
(Bunbury), Verne (Evans), Walsh, William Carlos Williams;
Curriculum: McLaughlin (Piaget) Fantasy: Bozzetto, Lefanu;
Folklore: Opie; Illustration: Nodelman, Pullman, Stephens.
Curriculum and Instruction
Children's Books Column: The ReadngTeacher, every issue.
Special Issue: Book Research Quarterly 5.2 (Summer 1989).
Improving Basal Readers.
Special Issue: Elementary School Journal (Nov 1989). Whole
Language Approaches: In the Past and Today.
N.B. Due to the number of articles about using real books in the
classroom, only those articles of special interest from Elementary
School Joumd, Language Arts, Joumd of Readng and The Readng
Teacher have been indexed.
1317. Alexander, Francie. "No More Hot Fish"; California's
Push for Literature in Basal Readers." Book Research Quarterly
5.2 (Summer 1989): 42-50. [Describes California reform with
suggestions for policy makers in other states.]
1318. Atkinson, Joan L. "Geographic Knowledge: Using
Literature to Interweave Fact and Story." School Ubrary Media
Activities Monthly. 5.9 (May 1989): 44-45. [The advantages of
using literature to teach geography; includes annotated bibliog-
raphy of 17 fiction and nonfiction books.]
1319. Atwell, Nancie. "Bringing It AU Back Home." The New
Advocate 2.2 (Spring 1989): 21-35. [An elementary teacher who
resigned after 12 years to bring up her daughter compares her
responses to those of her former 8th graders; what Atwell has
learned about literacy.].
1320. Bennett, Jill, naming to Read with Picture BooL·: An
Anniversary." Signal 60 (Sept. 1989):156-59. [Reflections on
what has happened in the movement to teach reading by using
'real' books since the book's publication in 1979.]
1321. Bertola, Graziella. "Dans la classe." Autrement 24-27. [A
French teacher's testimony about leaning to read, children, and
the teaching of teachers.]
1322. Biggins, Catherine and Jo-Ann Sainz. "How Can the
Reading Disabled Student Learn to Read and Enjoy Relevant
Literature." Paper presented at the ChLA conference in
Mankato, May 12-14, 1989. 21 p. Available from ERIC
3. curriculum and instruction 177
1344. Dakin, R. and Pain-Lewins, H. "Non-fiction Boob and
Primary School Topic Work." Education 3-13 17.1 (1989):
49-55. [Research among teachers and publishers leads the
authors to the conclusion that junior non-fiction is often
unsatisfactory because suppliers do not consult users.]
1345. Daly, Brenda O. "Laughing with or Laughing at the
Young-Adult Romance." English Joumd 78.6 (Oct 1989): 50-60.
[Exploration of why the genre generally lacb humor; includes
previous research on YA romances. Recommends that males be
exposed to them; both sexes should decide whether the boob are
funny and in what sense. Book list of 25 examples divided into
the few that are intentionally funny and those that are laughable.]
1346. Danielson, Kathy Everts. "Helping History Come Alive
with Literature." The Sochi Studies (March/April 1989): 65-68.
[Some good ideas for getting children and YAs to read and write
history. Includes list of 23 titles.]
1347. ------. "Trade Boob with a Rural Community Theme."
Rurd Educator 10.2 (Winter 1988-89): 1-3. [Categorized list of
boob on farming or rural life for motivational or resource use
(social studies, science).]
1348. Danis, Naomi. "Turning Children's Stories into Con-
structive Learning Tools." Bulletin of the Council on lntenachl
BooL· for Chihren 19.1/2 (1988): 17-18. [Looks at the complex
moral values expressed in several classic duck stories: H.C.
Andersen's "The Ugly Duckling," B. Potter's Jemima Puddleduck,
Marjorie Hack's The Story about Ping, and Robert McCloskey's
Make Way for DuckUngs] L.H.
1349. Darnton, Ann. "Inter-Episodic Relationships in
Children's Narrative." llha do Desterro: A Joumd of Language
andUterature 18.2 (1987): 34-51. [The pedagogical approach,
according to MLA bib.]
1350. Davidson, Judith and David Koppenhaver. Adolescent
Literacy: What WorL· and Why. New York: Garland, 1988.
[Readable and useful work which recommends good books rather
than drill sheets.]
1351. Davies, Chris. "The Conflicting Subject Philosophies of
English." British Joumd of Educationd Studies 37.4 (Nov 1989):
398-416. [The need to work toward a better account of current
British philosophies about the teaching of English as a subject in
the context of teacher training and in the light of English as a
core element in the new National Curriculum.]
1352. Davis, Bonnie M. "Feminizing the English Curriculum:
An International Perspective." EngUsh Joumd 78.6 (Oct 1989):
45-49. [An account of the saturation of a one semester honors
senior English course with women writers which provides
responses of students of both sexes to particular novels. Book list
includes both fiction and criticism.]
1353. Davis, Zephaniah T. and Michael D. McPherson. "Story
Map Instruction: A Road Map for Reading Comprehension."
The ReadngTeacher 43.3 (1989): 232-40. [Various types of story
maps useful for discussions are illustrated.] E.B.
1354. DeGroff, Linda-Jo. "Developing Writing Processes with
Children's Litetature." The New Advocate 2.2 (Spring 1989):
115-23. [Discussion uses Ezra Jack Keats' The Snowy Day to
demonstrate topic selection and development, drafting, confer-
ring, revising, editing, illustration, and "publishing."]
1355. Devine, Thomas G. Teaching Readng in the Elementary
School: From Theory to Practice. New York: Allyn and Bacon,
1989. 363 p. [Covers recent research and describes teaching
strategies, focusing on children's literature and content.]
1356. Dunn, Lynn Small. "Let Me 'Read' You a Story."
Perspectives for Teachers of the Hearing lmpdred 7.1 (Sep-Oct
1988): 14-16. [5 step procedure for using picture boob without
words to encourage language development. Bibl. for elementary
level students.]
1357. Du Roy, Nicole. "Ceux qui n'aiment pas lire..." [Those
who do not like to read]. Autrement 29-30. [There are some
who have access to books and some who reject them. Why?]
1358. Eckler, Judith A. and Otto Weininger. "Structural
Parallels between Preferred Play and Narratives." Developmental
PsycMogy 25.4 (1989): 736-44- [A research study of preferred
play using story-grammar, an analytic tool that formalizes the
structural regularities observed in many simple stories.] M.H.
1359. Ely, Margot and Margaret Anzul. "Moments of Passion:
On Looking Out of the Corner of One's Eye." Language Arts
66.7 (1989): 742-48. [Uses model vignettes from literature to
explain time of intense feeling in their classrooms.] E.B.
1360. Farris, Pamela J. "Story Time and Story Journals: Linking
Literature and Writing." The New Advocate 2.3 (Summer
1989): 179-85. [Story, literary, and dialogue/letter journals.]
1361. Fisher, Carol J. "The Advocates'Page." Column in The
New Advocate, every issue. [Centers on concerns of teachets.]
1362. Friedberg, Joan. "Helping Today's Toddlers Become
Tomorrow's Readers: A Pilot Parent Participation Project
Offered Through a Pittsburgh Health Agency." Young Chihren
44.2 (1989): 13-17. M.H.
1363. Gallagher, Arlene F. et al. "The Evolving Constitution:
K-7 Strategies. Update on Law Related Education 12.3 (Fall
1988): 38-42. [Children's literature dealing with prejudice,
Black history, the Black experience, Native Americans, and
other cultures.]
1364. Gambell, Trevor J. "A New Role for Literature in the
English Curriculum." Canadian Joumd of EngUsh Language Arts
11.2 (1988): 43-49. [How to promote the Canadian cultural
heritage by viewing the student as a citizen of a global village
which includes both national and world literatures.]
1365. Gilbert, Pam. "Personally (and Passively) Yours: Girls,
Literacy, and Education." Oxford Review of Education 15.3 (Oct.
1989): 257-65. [Argues that the literature girls read in school,
4. 178 curriculum and instruction
much of which is misogynist, gives girls a passive, low self-image.
Suggests alternative approaches to language and literature
education.]
1366. Giroux, Henry A., Roger I. Simon, et al. Popuhr Culture,
SchooUng, and Everyday Ufe. Bergin and Garvey, 1989. 244 p.
index. [Uses rock n' roll, film, sitcoms to demonstrate the
efficacy of popular culture. A response to Bloom and Hirsch
which celebrates the expansion of social democracy in
post-industrial society.] Choice
1367. Glenn, Charles Leslie, Jr. The Myth of the Common
Schol. Amherst: U of Massachusetts P., 1988. xi + 369p. Rev.
Allen Carden, Libraries and Culture 24-3 (Summer 1989):
386-87. [The primary focus is on Massachusetts schools as
promoters of common values. Attacb some of the assumptions
held about the nature of public education, for example that
Horace Mann's "non-sectarian" educational planning was
"secular" - it was, in fact, identical to Mann's own Unitarian
beliefs and perceived as the only way to avert the takeover of
immigrant Catholicism.]
1368. Goheen, Diane and Mike Printz. "Sirens, Knuckles and
Boots! Apartheid in South Africa." VOYA 12.4 (Oct 1989):
198-99, 202. [Ethnic week activities based on Hazel Rochman's
Somehow Tenderness Survives] K.P.
1369. Goldstone, Bette P. "Visual Interpretation of Children's
Books." The Reading Teacher 42.8 (Apr 1989): 592-95. [How
the ability to interpret the visual part of advertisements,
illustrations, tv, and film promotes creative and analytical
thinking. Instructional strategies to use with book illustration.] E.B.
1370. Grumet, Madeleine R. Bitter Milk: Women and Teaching.
Amherst: U of Massachusetts P, 1988. 225 p., bibl. index.
["Breaks new ground in both the philosophy of education and
feminist theory." How women who teach have been alienated
from their sources of meaning. "A must—"]. Choice.
1371. Hafiz, F. and I. Tudor. "Extensive Reading and the
Development of Language Skills." English Language Teaching
Journal 43.1 (Jan. 1989): 4-13. [Work with a group of 10-11 yr.
old Pakistanis demonstrates that systematic reading for pleasure
leads to substantial improvement in general language skills.]
1372. Hamrick, William S. "Philosophy for Children and
Aesthetic Education." Joumd of Aesthetic Education 23.2
(Summer 1989): 56-67. [Relevant elements from the Philo-
sophy for Children program; materials and methods.]
1373. Hancock, Joelie and Susan Hill, eds. Literature-Based
Readng Programs at Work. Exeter, NH: Heinemann, 1988.
1374. Hickman, Janet. "Bookwatching: Notes on Children's
Books." Language Arts 66 (1989). [A column running 5-6 pp.
which appears in every issue except no. 3] E.B.
1375. and Bernice E. Cullinan, eds. Chihren s Uterature
in the Classroom: Weaving Charlotte's Web. Norwood, Mass:
Christopher-Gordon, 1989. 296 p. Rev. Barbara Elleman,
Booklist 83.6 (1 Oct 1989): 358. [28 contributots discuss
definition, selection, reading aloud, picture boob, fantasy,
historical fiction, poetry, and developing literature based
programs.] E.F.
1376. Hollander, Sheila K. "Coping with Child Sexual Abuse
through Children's Boob." Elementary School Guidance and
Counseling 23.3 (Feb 1989): 183-93. [The role of the schools, 12
guidelines for school counselors, annotated bibliography of
read-together and children's boob.]
1377- Howarth, Mary. "Rediscovering the Power of Fairy Tales:
They Help Children Understand their Lives." Young Chihren
45.1: 58-67. M.H.
1378. Hurreimann, Bettina. "Jona zum Beispiel. Zur Dialektik
des Eigenen und des Fremden im Deutsch-unterricht eines
fünften Jahrgangs." Der Deutschunterricht (Stuttgart) 41.4
(1989): 24-42. [Lesson plans for using a picture book of the
biblical story of Jonah and the whale in the fifth grade have
students incorporate into their lives a story which is remote to
them both historically and culturally.] CB.
1379. Iarusso, Marilyn Berg. "How to Promote the Love of
Reading." Catholic Library World 60.5 (Mar/Apr 1989): 212-18.
[Summarizes current research; includes the different interests of
boys and girls and reading to develop values.] K.P.
1380. James, Michael and James Zarillo. "Teaching History
with Children's Literature: A Concept-Based, Interdisciplinary
Approach." The Sochi Studies 80.4 (July/Aug 1989): 153-58.
[Elementary social studies units cam be planned to address
specific historical periods by using children's literature as
teaching tools. Suggests 20 books for a Native American unit
and a Prairie Pioneers unit.]
1381. Johnson, Terry and Daphne R. Louis. Literacy through
Uterature. Exeter, NH: Heinemann, 1988.
1382. Juliebö, Moira and Joyce Edwards. "Encouraging Mean-
ing Making in Young Writers." Young Chihren 44.2 (1989):
22-28. M.H.
1383. Kidder, Tracy. Among Schoolchihren. Boston: Houghton
Mifflin, 1989. Rev. Phyllis Theroux, New York Times Book
Review 17 Sept 1989: 1, 46. [Chronicles a year in the life of a
5th grade class in the industrial Massachusetts city of Holyoke,
most of whose students are of Irish, Polish, and Puerto Rican
extraction, and the efforts of their inspired 34 yr. old teacher,
Chris Zajac, to bring them successfully through that year.
Enthusiastic review.]
1384- Kimmel, Margaret Mary and Elizabeth Segel. "The Case
for Reading Aloud." Five Owh 3.3 (Jan/Feb 1989)): 33-38.
[Includes bibliography.] CA.
1385. "Kinder Lernen Deutsch." AATG lnfobhtt (Fall, 1989).
[Information about planning grants and programs for German
foreign language programs at the elementary school level;
includes some children's boob and beginning dictionaries.] CB.
5. curriculum and instruction 179
1386. Knafle, June D. et al. Vdues in American and Hispanic
Children s Readers, 1989. Available from ERIC Document
Reproduction Service. [A values scale applied to 2 English
widely used basal readers and 7 Hispanic ones. Hispanic reader
stories have stronger religious and traditional family values and a
more moralistic tone. Violence, drunkenness, and other forms of
negative behavior were also more prevalent.]
1387. Kramer, Rita. Maria Montessori: A Biography. Radcliffe
Biography Series. U of Chicago P, 1976; Rev. ed.
Addison-Wesley, 1989. 410 p. [Not only a biography of a
pioneering educator who developed her ideas in the Casa dei
Bambini in the slums of Rome, but a social history of Italian
education under Mussolini.]
1388. Landes, Sonia. "The Poetry of Chapter Titles." The New
Advocate 2.3 (Summer 1989): 159-68. [How a close study of
chapter titles can add to the meaning and pleasure of reading a
book by means of Socratic technique, a dialogue between
teacher and students as used in 5 th grade classes at a private
school.]
1389. Larsen, S. and N. Jorgensen. "Talking Books for Pre-
school Children." ]ournal ofVisud lmpdrment and BUndness 83.2
(Feb 1989): 118-19. [Advocates the use of boob on tape with
accurate narrative descriptions of graphics, photos, and tactile
books to stimulate visually impaired and blind children.]
1390. Lehman, Barbara A. "Selected Research on
Literature-Based Language Arts Instruction." CLA Bulletin 15.1
(Spring 1989: 14-15. [Summarizes the findings of twelve
separate studies which, in the main, find literature-based
language arts instruction more effective than that relying
primarily on basal readers.] L.H.
1391. Lepman-Logan, Claudia. "Boob in the Classroom:
Moral Choices in Literature." Horn Book 65 (Jan.-Feb. 1989):
108-11. [Describes the benefits of using books that present
difficult moral choices: examples discussed are Marion Dane
Bauer's On My Honor, Gillian Cross's On the Edge, and Margaret
I. Rostkowski's After the Dancing Days.] L.H.
1392. Lipson, Eden Ross. "Reading Along with Barbara Bush:
The Endings are Mostly Happy." New York Times Book Review
21 May 1989: 36, 38. [On Bush's petsonal campaign on literacy
and reading aloud to children, as well as on her own reading
preferences for children and adults. Notes the establishment of
the Barbara Bush Foundation for Family Literacy.]
1393. Littlefair, A. "Register Awareness: An Important Factor
in Children's Continuing Reading Development." Reading 23.2
(July 1989): 56-61. [Children need practice in distinguishing
between the different registers of different genres of literature.]
1394. Loughrey, D. "Once Upon a Time ...." Education 3-13
17.3 (1989): 45-50. [The place of story-telling in current
practice in 10 primary schools.]
1395. Loveday, E. and K. Simmons. "Reading at Home: Does it
Matter What Parents Do?" Readng (July 1988): 84-88. [An
experiment in Oxfordshire indicates that reading-games may be
more successful than shared reading.]
1396. Lowry, S. "Home Economics." Teacher's Weekly 89,16
Nov. 1989: 20, 22-3. [30 publications since 1987, age-relevance,
notable features, quality.]
1397. McCann, Robert M. "Making Social Studies Meaningful
by Using Children's Literature." Georgia Sochi Science Joumd
19.2 (Fall 1988): 13-16. [Provides examples of everyday life,
historical facts, sensitive issues. Includes list of National Council
for Social Studies 1986 Notable Children's Trade Boob.]
1398. MacCarry, Bert. "Helping Preschool Child Care Staff
and Parents Do More with Stories and Related Activities: A
Pilot Joint Venture Between a Florida Public Library and Local
Child Care Centers." YoungChihren 44.2 (1989): 17-22. M.H.
1399. MacDonald, Margaret Read. Book-Sharing: 101 Programs
to Use with Pre-Schoolers. Hamden, CT: Shoe String P, 1989.
Bibl., index. [101 complete 45 minute story-telling programs
with music for songs. Includes index of films.]
1400. McLaughlin, Judith A., comp. BMography of theWorL· of
Jean Phget in the Sochi Sciences. Lanham, MD: UPA, 1988. 156
p. [Includes psychology, sociology, education, and the study of
religion. Lists boob, articles, chaptets in edited volumes, and
published speeches in either French or English, including
re-editions and translations. Chronology and index.]
1401. Mersereau, Yvonne et al. "Dancing on the Edge." Lan-
guage Arts 66.3 (1989): 102-18. [Literature, particularly poetry, is
used to inform the imagination and expand images vital to die
incorporation of dance in a whole language curriculum.] E.B.
1402. Moody, Kate. "Audiotapes and Boob: Perfect Partners."
SchoolUbrary Journal35.6 (Feb 1989): 27-29. [Audiocassettes
used with books increase listening skills and augment interior
picture-making skills.]
1403. Moss, Elaine. "The Historical Imagination." Signal 60
(Sept. 1989): 143-55. [A welcome call for a crusade to rehabili-
tate the historical novel for children, particularly now that
"ideological theorists" want to deny children the age-old stories
that make history vivid and that they should know in order to
raise the right questions about past ideologies. Includes a survey
of suggested readings.]
1404. Musser, Louise S. and Evelyn B. Freeman. "Teach Young
Students about Native Americans: Use Myth, Legends, and
Folktales." The Sochi Studies Jan/Feb. 1989: 5-9. [Suggests about
28 books categorized as picture books, tale-collections, and
poetry/songs/chants with ideas for using them.]
1405. Myers, Walter Dean. "The Reluctant Reader." Bulletin of
the Council on lnterracid BooL· for Chihren 19. 3/4 (1989): 14-15.
[Suggests that for some reluctant readers the problem may be
lack of familiarity with language, subject matter, and culture and
that these factors should be taken into consideration when
encouraging reluctant readers to read.] L.H.
6. 180 curriculum and instruction
1406. Nelson, Olga. "Storytelling: Language Experience for
Meaning Making." The Reading Teacher 42.6 (1989): 386-90.
[Story telling as the oral vehicle of literature.] E.B.
1407- Nichols, Judy. Storytimes for Two-year Olds. Chicago &
London: ALA, 1987. Bibl, appendices, index. [Readable,
practical advice for teachers and librarians responsible for toddler
groups. Highly recommended.] CLA/S.G.R.
1408. Noonan, Gerald. "Reappraising Readers: remembering
memory work." Canadian Children's Literature 53: 6-13. [Ex-
plores how school readers in Canada were used at the turn of the
century to educate and direct children through memory work;
uses Robertson Davies, Eli Mandel, and Homer Watson to
illustrate children's unique responses to the chosen texts.] J.G.
1409. O'Brien, Kathy. "Using Children's Literature in the
History-Social Studies Curriculum." Sochi Studies Review 28.1
(Fall 1988): 53-63. [Ideas to make social studies more attractive,
theme suggestions, and illustrations for different grade levels.]
1410. O'Hara, M. "No Parent Ever Complains About Poetry."
Education 3-13 16.3 (Oct 1989): 55-58. [Survey of the use,
misuse, and neglect of poetry in Northern Ireland's schools.]
1411. Orme, Nicholas. Education and Society in Medieval and
Rendssance Enghnd. London: Hambledon, 1989. 297 p.
Essay-review Jeremy Catto, TLS, 26 May-1 June 1989: 584-585,
a discussion of four books on medieval universities. [A collec-
tion of essays whose central theme is "the slow emergence of the
concept of true education as moral progress" by the leading
scholar in the field.]
1412. Partridge, Susan. "Basal Readers or'Real Books': A
Discussion." Available from ERIC Document Reproduction
Service, 1989. 13 p. [Argues for the retention of basal readers
along with real books. Suggestions for teacher training in child
psychology, reading instruction, and children's boob. Urges
consistent availability of in-service help.]
1413. Paul, Lissa. "Teaching Children's Literature in Canada."
Signd 58 (Jan 1989): 39-50. [An interesting account based on a
pre-conference seminar at the children's literature conference in
Calgary, 20-22 Oct., 1988. Deals primarily with teaching on the
college level. Concludes that "our main occupation as teachers
involved undoing years of damage inflicted on children by
school systems that devalue the idea of affective pleasure in
reading."]
1414· Pearson, Henry. Chihren Becoming Readers. Basingstoke:
Macmillan Education, 1987. 107 p. Rev. Peggy Heeks, lnterna-
tiond Review of Chihren s Literature and Librarianship 4.1: 53-54.
[Addressed primarily to primary school teachers. A guide of
moderation and good sense, abreast of modern research, and
useful for beginning teachers.]
1415. Peetoom, Adrian. "Whole Language and the Bible."
Language Arts 66.3 (March 1989): 318-22. [Urges that every
school child leave with a knowledge of the "basic narratives"
from the Bible.] E.B.
1416. Pellegrini, A.D., et al. "Joint Reading Between Black
Head Start Children and their Mothers." ChM Development 61
(1989): 443-453. E.H.
1417. Pompougnac, Jean. "Apprendre à lire." [Learning to
read]. Autrement 12-20. [Is the teaching of reading at school a
failure or a success. Is learning to read a question of method?]
1418. Power, F. Clark, Ann Higgens, and Lawrence Kohlberg.
Lawrence Kohlberg's Approach to Mord Education. New York:
Columbia UP, 1989. 322 p., bibl., index. [Traces Kohlberg's
developmental theory from its beginnings. Clearly written;
extensive bibliography.] Choice
1419. Pritchard, Sandra F. "Using Picture Books to Teach
Geography in the Primary Grades." Joumd of Geography 88.4
(Jul/Aug 1989): 126-36. [How picture boob can be used to
•teach 5 fundamental geography themes. Includes maps which
follow the paths of children's literature characters, 4 demonstra-
tion stories with maps (reproducible), and follow-up activities.]
1420. Proctor, Robert E. Education's Great Amnesh: Reconsider-
ing the Humanities from Petrarch to Freud, with a Curriculum for
Today's Students. Bloomington: Indiana UP, 1988. 231 p. bibl.
index. [Historical approach to the gradual decline of the
humanities with a curriculum intended to return students to the
search for the good life.]
1421. Protherough, Robert, Judith Atkinson, and John Fawcett.
The Effective Teaching of EngUsh. The Effective Teacher Series.
London: Longman, 1989. [Foregrounds the introduction of good
children's books during the early years of secondary education
and the development of a classroom library. Includes examples
of organizing study units around a particular book. Readable; full
of useful advice.] CLA/S.G.R.
1422. Students of English. London: Routledge, 1989. 200
p., index. [Questions how English is being taught in USA and
the British isles and discusses the differences that continue to
plague the profession on the secondary school and university
level.]
1423. Pugh, Sharon. "Literature, Culture, and ESL: A Natural
Convergence." Journal o/Reading 32.4 (1989): 320-29. [The use
of children's literature in English for second language instruction
at the secondary and college level is detailed.] E.B.
1424- Purcell-Gates, Victoria. "Fairy Tales in the Clinic:
Children Seek Their Own Meanings." CLE 20.4 (Dec. 1989):
249-54- [The surprising self-selection of classical fairy tales by
the inner-city children, grades 1-8, that attend the University of
Cincinnati Literacy Center. How their reading and writing
skills are improved.]
1425. Radebaugh, Muriel Rogie. "Dreary Miss Grimsley:
Portrait of a Teacher?" Joumd of Youth Services in Libraries 2.4
(Sum 1989): 349-55. [The characterization of teachers in "the
best" children's books in the last 8 years. Negative and positive
images; effects on the image of the teaching profession.]
7. curriculum and instruction 181
1426. Rásala, Sue M. "Assignment in Kindergarten: Introduce
a New Curriculum." YoungChMren 44.5 (1989): 60-67. M.H.
1427. Reutzel, D. Ray and Parker C. Fawson. "Using a Litera-
ture Webbing Strategy Lesson with Predictable Boob." The
Reading Teacher 43.3 (1989): 209-15. [Includes several samples
of literature webs.]
1428. Roberts, Tessa. "Learning to Read: Developing Under-
standing." Reading 23.1 (1989): 9-16. [The advantages of using
"real books"; includes a list of circa 50 books for beginning
readers.]
1429. Robson, C. and S. Whiteley. "Sharing Stories: Parents'
Involvement in Reading with Inner-City Children." Reading
23.1 (1989): 23-7. [Parents of nursery school children were
encouraged to borrow books and read them aloud. The parents
benefited more in the short run than the children.]
1430. Rosenfeld, Judith B. "Attention Fables." CLA Bulletin
15.3 (Fall 1989): 6,8. [Examines several collections of modern
and classic fables and suggests ways they might be used with
children.] L.H.
1431. Rothlein, Liz and Terri Christman. Read it Again.'A
Guide for Teaching Readng through Literature. Grades K-2.
Glenview, IL: Scott Foresman, 1989. 116 p, appendix, anno-
tated bibl. [Activities for use with 15 well-known children's
boob (Viorst, Parish, Hoban, McCloskey, Gag, Keats, Leaf,
Sendak, Steig, etc.)].
1432. Routman, Regie. Transitions: From Literature to Literacy.
Forward by Andrea Butler. Portsmouth, NH: Heineman /
Melbourne: Rigby, 1988. 352 p. 20 appendices. [An approach
to switching from skill-oriented basal texts to literature based
whole language programs written by a practicing teacher for
other interested colleagues. Describes a successful existing
program as a model.]
1433. Rudman, Masha Kabakow. Chihren s Literature: Resource
for the Classroom. Norwood, Mass: Christopher-Gordon, 1989.
272 p. [11 chapters on history, genres, evaluation, selection,
censorship, bibliotherapy, reading programs, the media.]
1434. Saccardi, Marianne. "Books to Go: A Portable Reading
Project." School Library Journal 35.13 (Sept. 1989): 168-72. [A
large crate of books was taken to each of 53 classrooms in 9
elementary schools. Describes how whole community got
involved, including author visits, student ballots, list of student
favorites.] E.F.
1435. Sandel, Lenore. "Teaching with Biography." Available
from ERIC Document Reproduction Service, 1989. 16 p. [Lists
biographies in social studes, science, guidance, phys. ed., and the
arts and discusses the helpful role of biographies in various areas.
62 refs.]
1436. Saul, Wendy. '"What Did Leo Feed the Turtle?'and
Other Nonliterary Questions." Language Arts 66.3 (March
1989): 295-303. [Makes the distinction between a teacher-
directed reading activity question and a literary discussion and
argues for more of the latter.] E.B.
1437. Savier, Lucette. "Tu lis encore!" [Keep reading]
Autrement 60-61. [Children ought to read. But do we allow
them the time for it?]
1438. Scales, Pat. "Children's Novels to Teach." Booklist 85.11
(1 Feb. 1989): 944-45. E.F.
1439. Schmidtmann, Nancy K. "The Media Specialist and the
Future of Literate America: The Task Ahead." CathoL· Library
World 60.5: (Mar/Apr 1989): 206-211. [Discusses book selec-
tion, reading guidance, and curriculum-related literature.] K.P.
1440. Schubert, Barbara. "Another New Framework?????
Gimmee a Break!!!" Sochi Studies Review 28.2 (Winter 1989):
37-40. [Describes the inclusion of literature in California's new
English-Language Arts Framework as well as in the new
History-Social Science Framework. Some works for K-6.]
1441. Schwartz, Marni. "Alive, Alive Oh!" Language Arts 66.7
( 1989): 733-35. [How the song can work as a story thread
through life.] E.B.
1442. Sheridan, Rillah. "The Lifeworld of Christopher Nolan:
Vitalizing the Curriculum." Language Arts 66.7 (1989): 720-28.
[Argues that Under the Eye of the Clock, the autobiography of
Christopher Nolan who could not speak or control his limbs,
supports the need for a different curriculum design - one
attentive to the home and the family.] E.B.
1443. Silberman, Arlene. Growing Up Writing. New York:
Times Books, 1989. Rev. Merri Rosenberg, New York Times Book
Review, Nov. 26, 1989: 26-27. [Advocates the cultivation of
imagination and ideas over basic skills. "Required reading for
new parents."]
1444. Silvey, Anita. "The Basalization of Trade Books."
Editorial. Horn Book 66 (Sep/Oct 1989): 549-50. [Argues
against the voluminous study guides widi work sheets and drills
for great children's books, which discourage children from
reading. Urges teachets to trust the book and learn to get out of
the way.]
1445. Simpson, Steve. "Speaking for the Trees: The Use of
Literature to Convey Outdoor Education Themes." Joumd of
Environmental Education 19.3 (Spring 1988): 25-31. [Presents a
model for action using Thoreau, Brautigan, and Dr. Seuss as
examples.]
1446. Smedman, M. Sarah. "Not Always Gladly Does She
Teach, nor Gladly Learn: Teachers in Kunstlerinroman for Young
Readers." CLE 20.3 (Sept. 1989): 131-49. [Beginning with
Bronte's Miss Temple (1847,) loob at 15 literary teachers, 9 of
whom exert a beneficial influence. The best happen along at a
crucial stage of development to guide the student "toward
recognition and embracement of herself."]
8. 182 curriculum and instruction
1447. Smith, Carl B. "Trends in Teaching Reading." The
Reading Teacher 42.9 (1989): 720. [AreviewofERIC/RCS
documents which reports, among other items, that "literature has
become the center of attention in curriculum discussions."] E.B.
1448. Stephens, Dorothy. "First Graders Taking the Lead:
Building Bridges Between Literature and Writing." The New
Advocate 2.4 (Fall 1989): 249-58. [How one teacher does it.
"Leads" (beginnings) as a way in.]
1449. ------. "Taking the Second Step in Reading." The
Readng Teacher 42.8 ( 1989): 584-90. [The second step is
learning and developing through reading. Children can become
resilient to life's adversities through "self-righting" literary
experiences. Analyzes 30 award-winning children's books,
1928-1987, and 14 other "children's favorites" for characters that
display resiliency.] E.B.
1450. Stewig, John Warren. "Choosing the Caldecott Winner:
Fifth Graders Give Their Reasons." 10 p. Paper given at the
International Reading Association, New Orleans, LA, April
30-May 4,1989. Available from ERIC Document Reproduction
Service, 1989. [Study of children participating in a visual
literacy program indicated that they were better able to give
visual reasons for preferring one book over another.]
1451. ------. Readng Pktures: Exploring IRustrations with Chil-
dren. Ezra Jack Keats, March Brown, Gerald McDermott, Nonny
Hogroghn. New Berlin, WI: Jenson Publications, 1988. 4 posters
and study guide. Essay Review Bay Hallowell Judson, "What Is
in a Picture?", CLE 20.1 (March 1989): 59-68. [Four kits
containing a color poster and a booklet meant as an "idea bank"
with a biography, bibliography, and sample letter to parents. A
good resource in the hands of thoughtful teachets. The review
raises questions about such teaching strategies.]
1452. and Sam Leaton Sebesta, eds. Using Uterature in the
Elementary Classroom. Rev., enlarged ed. Urbana, ILL: National
Council of Teachers of English, 1989. 144 p. [7 essays on the
subject by different hands.]
1453. Strickland, Dorothy S. and Lesley Mandel Morrow, eds.
Emerging Uteracy: Young Chihren Learn to Read and Write.
Newark: Delaware International Reading Association, 1989. [12
chapters, each contributed by an expert on a certain aspect of
literacy. References to how children's boob can be used
throughout. Both writing and format is "reader friendly."] CLA/
S.G.R.
1454. Sukhomlinsky, Vassily. "First and Foremost Boob."
Bacon: 252-57. Rpt. from On Education, trans. Katherine Judson
(Moscow: Progress Publishers, 1977): 248-58. [A school
principal in the Ukraine celebrates the educative power of
books, the learning by heart and reciting of great poetry, the
reading aloud of long worb in installments, classroom libraries,
and the importance of children writing poetry and fiction as well
as expository prose.]
1455. Taxel, Joel. "Notes from the Editor." The New Advocate
2.4 (Fall 1989): ix-xii. [Process and content when literature is at
the center of the curriculum and articles in The New Advocate
which can be helpful.]
1456. Tetenbaum, Toby Jane and Judith Pearson. "The Voices
in Children's Literature: The Impact of Gender on the Moral
Decisions of Storybook Characters." Sex Roles: A Joumd of
Research: 20.7: (Apr 1989): 381-95. [The moral orientations of
212 characters in 50 texts using a modified version of Lyon's
coding scheme. Sex-role stereotyping confirmed; it could
influence the development of readers' decision-making.]
1457. Thomas, L. "Multiculturalism: Challenges and Opportu-
nities for School Librarians." /FLA Journal 15.3 (1989): 203-09.
[Working principals and suggested texts.]
1458. Thompson, Jack. Understandng Teenagers' Readng:
Readng Processes and the Teaching of Uterature. 371 p. Australia:
Methuen/London: Croom Helm, 1987. Rev. Margaret R.
Marshall, International Review of Chihren's Uterature and
Ubrarhnship, 4-1 (1989): 59-61. [Addresses the gap between the
practice of teaching literature to teenagers and their responses to
it and recommends starting from teenage reading interests and
attitudes. Also discusses contemporary literary theories.
Includes an impressive bibliography with an international range.
Readable, informative, thought-provoking and required reading
for all who teach teachers.]
1459. Tomlinson, Carl M. and Carol Lynch-Brown. "Adven-
turing with International Literature: One Teacher's Experience."
The New Advocate 2.3 (Summer 1989): 169-78. [International
lit. is rare in classrooms today; a method for using it with children.]
1460. Trachtenburg, Phyllis and Ann Ferruggia. "Big Boob
from Little Voices: Reaching High Risk Beginning Readers."
The Reading Teacher 42.4 (1989): 284-89. [Engaging young
readers in a collaborative effort toward making a big book moved
them from non-readers to readers.] E.B.
1461. Trelease, Jim. "Jim Trelease Speaks on Reading Aloud to
Children." The Reading Teacher 43.3 (1989): 200-06. [Ratio-
nale; a number of children's books cited.] E.B.
1462. Troublefield, Cathy. "Cats: A Literature Based Curricu-
lum, Grades K-4. School Library Media Activities Monthly 5.8
(Apr 1989): 30-35. [7 short lesson plans based on cats in
literature; includes activities based on puns on the word "cat."
19 refs.]
1463. Trousdale, Ann M.. "The True Bride: Perceptions of
Beauty and Feminine Virtue in Folktales." The New Advocate
2.4 (Fall 1989): 239-48. [Compares John Steptoe's Mufaro's
Beautiful Daughters (1987) to Cinderella versions and suggests
ways to get children beyond the stereotype that beauty is the
only feminine value. Includes activity chart.]
![curriculum and instruction 175
1311. Thwaite, Ann. "A biographer's life." Canadian Children!'s
Uterature 54: 50-59. [The author of the principal biography of
Frances Hodgson Burnett stresses the treasure-hunt element in
writing biography, the challenge of discerning what is true in her
subjects lives, and her personal contact with her subjects' books;
notes dedication to creating suspense in her own writing.] J.G.
1312. Trousdale, Ann M. "Let the Children Tell Us: The
Meanings of Fairy Tales for Children." The New Advocate 2.2
(Spring 1989): 37-48. [The responses of 3 8 yr. old girls.
Children's meanings and morals did not correspond to the ones
articulated for them by adults like Bettleheim or the Fairie Tale
Theatre.]
1313. Tucker, Nicholas. "Finding the Right Voice: The Search
for the Ideal Companion in Adventure Stories." Otten 141-47.
[Wide-ranging general discussion concentrating on modern
literature.]
1314. Werner, Craig and Frank P. Riga. "The Persistence of
Religion in Children's Literature." CLAQ 14.1 (Spring 1989):
2-3· [Although religion now plays an increasingly prominent
part in boob for children, its nature has changed from a simple
declaration of faith to a complex search for stability, order, and
self-knowledge in a sometimes uncertain and even arbitrary
universe. Presentations of religious order always have meaning
for children.]
1315. Winner, Ellen. The Point of Words: Children's Understand-
ing of Metaphor and Irony. Cambridge: Harvard UP, 1988. 212 p.
1316. Zipes.Jack. "New Notions of Childhood and the
Function of Children's Literature." The German Quarterly 62
(1989): 501-04. Review Essay of Kindheit und Tod. Der
Rattenfänger-Mythos als Beitrag zu einer Kulturgeschichte der
Kindheit [Childhood and death. The ratcatcher myth as a
contribution to the cultural history of childhood] by Elke Liebs,
Das fremde Kind. Zur Entstehung der Kindheitsbilder des
bürgerlichen Zeitdters [The strange child. On the origin of the
picture of childhood in the age of the merchant classes] and Die
domestirierte Phantasie. Studien zur KinderUteratur, Kinderhktüre
und Literatur Pädagogik des 18 und frühen 19 Jahrhunderts [The
domesticated fantasy. Studies on children's literature, children's
reading, and pedagogical literature in the 18th and early 19th
centuries] by Rüdiger Steinlein. [A critical review of attitudes
toward children and childhood as evidenced by these 3 works.]
CB.
See also Authors: Dickens (Feinberg), Doyle (Hennessy),
Edgeworth (Myers), Fitzhugh (Paul), Forbes (Bosmajian), Ts'ao
Hsueh-ch'in (Wang), Karl, La Fontaine (Marin), Mayne
(Stephens), Mrs. Molesworth (Sircar), Ruy-Vidal, Stow
(Bunbury), Verne (Evans), Walsh, William Carlos Williams;
Curriculum: McLaughlin (Piaget) Fantasy: Bozzetto, Lefanu;
Folklore: Opie; Illustration: Nodelman, Pullman, Stephens.
Curriculum and Instruction
Children's Books Column: The ReadngTeacher, every issue.
Special Issue: Book Research Quarterly 5.2 (Summer 1989).
Improving Basal Readers.
Special Issue: Elementary School Journal (Nov 1989). Whole
Language Approaches: In the Past and Today.
N.B. Due to the number of articles about using real books in the
classroom, only those articles of special interest from Elementary
School Joumd, Language Arts, Joumd of Readng and The Readng
Teacher have been indexed.
1317. Alexander, Francie. "No More Hot Fish"; California's
Push for Literature in Basal Readers." Book Research Quarterly
5.2 (Summer 1989): 42-50. [Describes California reform with
suggestions for policy makers in other states.]
1318. Atkinson, Joan L. "Geographic Knowledge: Using
Literature to Interweave Fact and Story." School Ubrary Media
Activities Monthly. 5.9 (May 1989): 44-45. [The advantages of
using literature to teach geography; includes annotated bibliog-
raphy of 17 fiction and nonfiction books.]
1319. Atwell, Nancie. "Bringing It AU Back Home." The New
Advocate 2.2 (Spring 1989): 21-35. [An elementary teacher who
resigned after 12 years to bring up her daughter compares her
responses to those of her former 8th graders; what Atwell has
learned about literacy.].
1320. Bennett, Jill, naming to Read with Picture BooL·: An
Anniversary." Signal 60 (Sept. 1989):156-59. [Reflections on
what has happened in the movement to teach reading by using
'real' books since the book's publication in 1979.]
1321. Bertola, Graziella. "Dans la classe." Autrement 24-27. [A
French teacher's testimony about leaning to read, children, and
the teaching of teachers.]
1322. Biggins, Catherine and Jo-Ann Sainz. "How Can the
Reading Disabled Student Learn to Read and Enjoy Relevant
Literature." Paper presented at the ChLA conference in
Mankato, May 12-14, 1989. 21 p. Available from ERIC](https://image.slidesharecdn.com/curriculumandinstruction-230225230417-ca8effe5/85/Curriculum-and-Instruction-pdf-1-320.jpg)
![176 curriculum and instruction
Document Reproduction Service. [Advises starting with the
ability to read information visually; how to do it.]
1323. Bleakley, M., et al. "The Effect of Character-sex on Story
Interest and Comprehension in Children." American Educationd
Research Journd (Spring 1988): 145-55. [A survey of 10-11 yr
olds suggests that boys are very concerned about the sex of the
main characters while girls are more willing to read about either
sex.]
1324. Blishen, E. "AU in the Sound." Times Educationd
Supplement 29 September 1989: 29. [Survey of recent poetry
suitable for secondary schools.]
1325. Bohning, Gerry and Marguerite Radencich. "Action
Books: Pages for Learning and Laughter." Young Children 44.6
(Sept 1989): 62-67. [Rationale, guidelines, annotated book list.]
M.H.
1326. "Informational Action Books: A Curriculum
Resource for Science and Social Studies." Journal of Readng 32.5
( 1989): 434-39. [How information books with movable parts
can clarify, enrich, and reinforce concepts for middle school
science and social studies students.] E.B.
1327. Bond, B. and M. Dockrill. "The Second World War:
Fifty Years on." British Book News (Dec 1989): 834-39. [Surveys
40 texts at all levels published in Britain in 1988 and 89.]
1328. Bowie, Barbara Kay and Bonnie L. Rosenthal. "The King
Won't Leave the Bathtub!" Momentum 19.4 (Nov 1988): 26-28.
[Creative techniques used in 8 recent picture boob for 3-7.
Includes recommendations for preschool teachers and a bibliog-
raphy of story, science, and alphabet picture books.]
1329. Bryant, Margaret A. "Challenging Gifted Learners
through Children's Literature." Gifted Child Today 12.4 (Jul-Aug
1989): 45-48. [Enriching mandated curriculum with books like
Mike Mulligan and His Steam Shovel]
1330. Bryant, P.E. et al. "Nursery Rhymes, Phonological Skills
and Reading." joumd of Chad Language 16.2 (June 1989):
407-28. [The results of two studies, age 3-6, suggest a strong
relation between early knowledge of nursery rhymes and success
in reading and spelling over the next 3 years in spite of back-
ground and LQ. Important is the link between an early informal
experience and success in a later formal educational skill.] CA.
1331. Caldwell, John J. "Historical Fiction as a Modern Tool."
Canadian J ournd of Language Arts 11.1 (1988): 24-32. [How to
develop a theme around works of historical fiction like those of
Fox, O'Dell, Sutcliff, etc.]
1332. Causse, Rolande. "Le plaisir de lire, le désir d'écrire."
[The pleasure of reading, the wish to write.] Autrement 155-58.
[A description of and justification for the reading-writing
workshops which were begun by Causse in 1975].
â– and Lucette Savier. "...Et ceux qui ne savent pas
1333.
lire." [And those who do not know how to read] Autrement
31-39. [There are some who do not often go to school, some
who fail to learn to read. Is this a reading problem or a social
problem?]
1334. Christian, Cheryl. "The Full Picture: Living the Life of a
Character." ALAN 16.2 (Winter 1989): 6-7,39. [Christian
describes how using informal dramatic improvisation of the
books read by a class makes the literature real to students.] CA.
1335. Coles, Robert. The Call of Stories: Teaching and the Mord
Imagination. Boston: Houghton Mifflin, 1989. [See Critics:
Pinsker.]
1336. Collins, Mary Ellen. "Search Strategies: Teaching
Research in Children's Literature to Graduate Education
Students Using ERIC." Research Strategies 6.3 (Summer 1988):
127-32. [How to use thesaurus, subject indexes, and electronic
searching.]
1337. Comas, Jacqueline C "Language Adaptations:
Award-Winning Children's Literature in Basal Textbook
Readers." Book Research Quarterly 5.2 (Summer 1989): 16-34·
[A study of adaptations of award-winning stories for grade 3 for
the last 15 years that suggests that complaints that simplifica-
tions detract from the value of the story are unjustified.]
1338. Commeyras, Michelle. "Using Literature to Teach
Critical Thinking." Journal o/Reading 32.8 (1989): 703-07. E.B.
1339. Connet, Dorothy. "When Using Literature in Your
History-Social Science Program, Don't Forget to Include
History-Social Science. Sochi Studies Review 28.2 (Winter
1989): 41-51. [Study of California History-Social Science
Framework (1988). Surveys goals, works, criteria, major
purposes.]
1340. Corbett, P. "Reading Stories and the National Curricu-
lum for Children Aged Five to Seven Years." Boo/quest 12.3
( 1989): 2-6. [The implications of the suggestion that young
children should be seen as developing readers not as just
learners.]
1341. Cox, Carole and P. Hughes. "History through Story."
Child Education (Nov. 1989): 32-3. [How fiction and picture
books help kindergarten children think about the past and gain
historical awareness.]
1342. Cullinan, Bernice E. "Latching on to Literature: Reading
Initiatives Take Hold." School Library Journd 35.8: (April 1989):
27-31. [Interesting discussion of literature-based programs in the
USA: research behind the movement, current status, problems
(evaluation, rebasalization, acquisitions, inadequate librarians
and program control).] E.F.
1343. ------. "The National Reading Initiative: Outgrowth of
the California Reading Initiative." The New Advocate 2.2
(Spring 1989): 105-13. [Poses questions about the California
experience and its relevance to national policy, then provides
answers. Discusses political concerns, educational concerns,
teacher education, need for more trained school librarians.]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)