Children's Literature in the Reading Program Engaging Young Readers in the 21st Century

This indispensable teacher resource and course text, now revised and updated, addresses the "whats," "whys," and "how-tos" of incorporating outstanding children's literature into the K–8 reading program. A strong emphasis on diverse literature is woven throughout the fifth edition, with chapters emphasizing the need for books that reflect their readers and presenting dozens of carefully reviewed books that teachers will be eager to use in the classroom. Leading authorities provide advice on selecting texts, building core literacy and literary skills, supporting struggling readers, and maximizing engagement. The volume offers proven strategies for teaching specific genres and formats, such as fiction, nonfiction, picturebooks, graphic novels, biographies, and poetry. This title is a copublication with the International Literacy Association.
 
New to This Edition
*Many new teaching ideas and book recommendations, with an increased focus on culturally diverse literature.
*Scope expanded from K–5 to K–8.
*Chapter on using read-alouds and silent reading.
*Chapters on diverse literature about the arts and on transitional chapter books.
*Chapter on engaging struggling readers with authentic reading experiences.
 

Deborah A. Wooten, PhD, is Associate Professor of Reading in the Department of Theory and Practice in Teacher Education at the University of Tennessee, Knoxville. Her research focuses on the use of high-quality, culturally rich children’s and young adult literature to teach literacy and content-area skills. Dr. Wooten is a member of the Notable Books for a Global Society committee of the International Literacy Association (ILA) and has served on the Outstanding International Books committee of the United States Board on Books for Young People. Currently she serves on the board of directors of the Children’s Literature Assembly and of the Children’s Literature and Reading special interest group of the ILA.
 
Lauren Aimonette Liang, PhD, is Associate Professor in the Department of Educational Psychology at the University of Utah. Her research and teaching focus on children’s literature and comprehension instruction. Dr. Liang was a member of the 2017 Caldecott Medal Committee of the American Library Association and is president-elect of the Children’s Literature Assembly. She serves on editorial boards and committees for the United States Board on Books for Young People and the International Literacy Association, and currently holds the University Professorship Award at the University of Utah.
 
Bernice E. Cullinan, PhD, was Professor Emeritus at New York University until her death in 2015. She was known nationally and internationally for her work in children’s literature. Dr. Cullinan wrote more than 30 books on literature for classroom teachers and librarians. She served as president of the International Literacy Association (ILA), was inducted into the Reading Hall of Fame, and was a recipient of the Arbuthnot Award for Outstanding Teacher of Children’s Literature from the ILA.

I. Creating an Open Invitation for All
1. Reading Multiculturally, Globally, and Critically in Literacy Education: Books as Messengers for Diversity, Barbara A. Lehman
2. Creating Independent Readers: The Role of Reading Aloud and Sustained Silent Reading, Teri S. Lesesne, Lauren Aimonette Liang, & Adrienne Lowe
3. Addressing “Struggle”: Strengthening the Literary Bonds between Children and Books, Jennifer M. Graff
II. Inviting Students with the Arts
4. Racially Diverse Children’s Literature and Arts Education, Alan R. Bailey & Jonda C. McNair
5. “Can We Play This Story?”: Story-Based Process Drama with Language Learners, Erin Greeter & Nancy Roser
6. Picturebook as Art Object: Developing Art Appreciation through Speculative Pondering, Cyndi Giorgis
III. Inviting Students with Specific Genres and Special Formats
7. Biographical Picturebooks Are Winning Awards and Teachers’ and Students’ Attention, Deborah A. Wooten & Katie M. Thomas
8. “Really Reading” and Really Responding: Response and Deep Understanding with Transitional Readers, Lauren Aimonette Liang & Adrienne Lowe
9. Comics in the Classroom: Using Graphic Novels for Content Learning, Stergios Botzakis
10. To Develop Proficiency and Engagement, Give Series Books to Novice Readers!, Anne McGill-Franzen & Natalia Ward
11. “It Was Like Marc Was My Friend”: How Visible Authors of Nonfiction Reach Out to Their Readers, and How Readers Can Respond, Marc Aronson & Myra Zarnowski
12. Creating a Community of Poetry Enthusiasts, David L. Harrison
IV. Resources to Help You Continue the Invitation
13. Where Do We Go from Here?: Resources to Connect, Engage, and Inspire, James W. Stiles & Thomas Crisp