FEATURE ARTICLES:

"Choice Words: A Conversation with Peter Johnston"
by Kathy Champeau, Muskego-Norway Schools (WI)

This article features an interview with Dr. Peter Johnston about teacher talk in the classroom and how Dr. Johnston became interested in the power of a teacher’s words.

"Talking in Class: Lessons About Language from Successful Teachers"
by Dr. Peter Johnston, The University at Albany, State University of New York

Dr. Peter Johnston writes about talk as a primary tool of teaching, though its effects are often subtle and complex. Dr. Johnston points out how teachers can consciously choose their language so that it serves as tools for helping students to accomplish their learning goals. There are implications for teachers’ reading instruction in this article.

"Teacher Interruption of Student Literacy Processes: How Teachers Interrupt and How Students Respond"
by Dr. Tania Mertzman, University of Wisconsin--Milwaukee

In this article, Dr. Mertzman describes the types of "verbal behaviors. Follow[ing] oral reading during…reading instruction." Dr. Mertzman describes the types of teacher interruptions she noted and with which population of students each type of interruption was used. There are implications for teachers’ reading instruction in this article.

"’My Brain Just Won’t Work:’ Emily’s Story"
by Kathy Champeau, Muskego- Norway Schools (WI)

Mrs. Champeau describes how the lessons she learned from Dr. Peter Johnston about the language she could use in her classroom instruction made a dramatic difference in the reading achievement of two struggling readers. There are implications for teachers’ reading instruction in this article.

IN THE CLASSROOM

"Book Boxes: A Tool for Enhancing Student Comprehension"
by Dr. Maribelle Betterton, University of Northern Iowa

This article describes a very nice extension activity that teachers can do with their students to make the content of the books the students are reading become more meaningful. This activity also helps young readers take control of their reading.

"Reader Response Theory and Identity Formation in the Classroom"
by Julie Kinney, De Soto Area Schools (WI)

Ms. Kinney explains the profound effects that reader response theory had on her development as a learner—in both cognitive and social-emotional domains. She further discusses how using reader response theory though such classroom activities as girl-only literature circles or book clubs can help young adolescent girls find their identity.

"Booktalks: Selling Books in Content Area Classrooms"
by Martha G. Bonnie, Pulaski High School, Pulaski, WI

Helping students become better readers is the goal of the plan described in this article by Mrs. Bonnie. The author makes a very logical argument for including booktalks about works that connect with content area topics as part of content area instruction. There are implications for teachers’ instruction in this article.

ADVOCACY

"Sinking Boats and Bad Haircuts: A Critical Look at the Relationship between Pedagogy, Policy, Politics, and Profits"
by Dr. Michael Ford, University of Wisconsin-- Oshkosh

In his inimitable style, Dr. Ford gives the readers of this article information about how politics is driving many of the mandates that are being placed on the teaching of reading today. Dr. Ford has even included overheads that can be used for presentations or for teacher discussions. There is much food for thought in this article; every teacher should read it.

RESEARCH

"Instructional and Motivational Uses of Magazines in the Classroom: A Pat Bricker Action Research Project"
by Sandy Vander Velden, Appleton Schools (WI)

This action research project was designed to discover whether or not the use of magazines in an elementary classroom would increase student reading during free time. The article is a model for classroom teachers about how to conduct action research; it also presents the outcome: yes, magazines can increase student reading, found Mrs. Vander Velden. There are implications for teachers’ instruction in this article.

"The Bookmobile: Using Community Services to Enhance Literacy"
by Dr. Nicki McCullough Calabrese, Canisius College (Buffalo, NY)

This article describes a pilot project that was conducted to support opportunities for students to obtain library books through the services of a bookmobile to partly compensate for the loss of library services due to school budget cutbacks in Buffalo, NY. The results indicated a win-win situation.

POETRY CORNER

"Clear Away the Clouds" and ""TV and Reading—Together and Together"
by Dr. Jean Erdman, University of Wisconsin—Oshkosh

Reading these poems is much like enjoying dessert after a holiday dinner. Of course, readers believing that "life is short, eat dessert first" could always read these gems before reading the articles.