Literature Study—NCTE Published Articles
"Read Aloud." School Talk, April 2005.
"Literature Circles: Growing Our Reading Lives." Primary Voices K-6, August 2000.
"Children's Literature for All." Primary Voices, April 1995.
Barone, Tom, Maryann Eeds, and Kathleen Mason. "Literature, the Disciplines, and the Lives of Elementary School Children." Language Arts, January 1995.
Highlights aspects of the relationship of literary studies to other school subjects. Shares excerpts from students' personal notebooks of first and second graders as they reflect upon the meaning that stories hold for them. Makes six specific points about the relations among literature, the academic disciplines, and the ongoing life narratives of students.
Carpenter, Marilyn and Barbara Peterson. “Charlotte Huck-Children's Literature in the Classroom.” Language Arts, November 1997.
This interview with Charlotte Huck includes such topics as what motivated her to set about helping to create the field of children's literature; her views on children's books and some of her favorites; and how her love of children's literature compelled her to become an author of children's books.
Commeyras, Michelle and Jodie Guy. "Parole Officers and the King’s Guards: Challenges in Understanding Children’s Thinking About Stories." Language Arts, November 1995.
Discusses puzzling statements by second graders in a classroom literature discussion. Argues that, by considering children's sociocultural backgrounds in examining their responses to stories, teachers can better understand and appreciate their students' critical thinking dispositions and abilities in the classroom setting.
Dickinson, Jean. "Talk and Picture Books in Intermediate Classrooms." Primary Voices K-6, January 1995.
Discusses building classroom community through talk and picture books, using talk in literature study, talk that supports the content areas, and exploring ideas about thinking through talk. Appends a list of reading strategies identified by students, criteria used in selecting picture books, and a 14-item bibliography of World War II picture books.
Heffernan, Lee. “Engaging Literature” School Talk, October 2001.
Lee Heffernan and Mitzi Lewison have collaborated to make the reading and writing workshop curriculum more critical. Lee has developed a six-session format for book discussions. She and Mitzi credit these directed but open-ended response strategies for launching the powerful literature discussions that now characterize reading and writing workshop in her classroom.
Maloch, Beth. "One Teacher's Journey: Transitioning into Literature Discussion Groups." Language Arts, March 2004.
A teacher negotiates her role as students transition from teacher-led to student-led discussions.
Marino, Maryann and Jane Hansen. “Try a New Book” School Talk, October 2001.
Described here are five favorite children's picture books and young adult novels that support critical conversations. Each is full of potential to start conversations among the readers and writers in your classroom community.
Martinez, Miriam and Marcia F. Nash. “Bookalogues Books for Literary Study.” Language Arts, March 1997.
Provides brief descriptions of 27 children's books that teachers may use in approaching literary study and organizing literature units. Groups the books around literary elements, structures, devices, and genres.
Peralta-Nash, Claudia and Julie Dutch. "Literature Circles: Creating an Environment for Choice." Primary Voices K-6, April 2000.
Describes how two teachers in a fourth-grade classroom adapted the idea of literature study to a format that nurtured first- and second-language learning for all their students. Shows how choice of reading materials and choice of language to discuss what was read provided opportunities for students to raise their levels of both fluency and literacy.
Short, Kathy, Gloria Kaufman, Sandy Kaser, Leslie H. Kahn, and Kathleen Marie Crawford. "'Teacher-Watching': Examining Teacher Talk in Literature Circles." Language Arts, May 1999.
Investigates how teacher talk and social interaction influence children's discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to generate and facilitate their discussions that related to teacher roles within the classroom.
Short, Kathy. “First Graders Study Families.” School Talk, April 1998.
This article examines literature circles in one classroom engaging in a study of families and "remember when" stories that families tell.
Siemens, Lisa. “’Walking Through the Time of Kids’: Going Places with Poetry.” Language Arts, April 1996.
Describes how a teacher and her grades one through three children made poetry come alive and serve as an authentic part of their lives. Describes the factors underlying authentic classroom instruction, and notes how poetry moved out from lessons and even school time to become something that will continue to be with many of these children throughout their lives.
Siu-Runyan, Yvonne. “Integrating Reading, Writing, and Literature in the Social Studies.” School Talk, February 1998.
Integrating reading and writing into a social studies curriculum with the unit of study on celebrations in cultures and families enabled students to find their voices and learn important concepts. At the same time the students also learned what books can offer.
Strickland, Dorothy S. and Michael R. Strickland. “Language and Literacy: The Poetry Connection.” Language Arts, March 1997.
Offers a conceptual framework for building language awareness through the reading of poetry, encouraging children to reflect on language in interesting and powerful ways. Provides an instructional model for constructing literature-based experiences in the classroom.
Related Information:
Literature Study (Elementary)
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