NCCRESt

part of the Education Reform Networks

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Reading Attitudes

• "Challenge Us; I Think We're Ready": Establishing a Multicultural Course of Study
  Discusses how students can relate to Mark Mathabane's autobiographical novel "Kaffir Boy"--his questioning why he must attend school, his open defiance of his father, and his struggle to resist peer pressure. Examines where an all-white high-school faculty started in terms of developing a multicultural literature program, where they have been, and where they see the program in the near future.
• Accelerated Reader Impact on Feelings about Reading and Library Use: A Survey of Fifth Grade Students in Lee County, Florida, To Determine How a Computerized Reading Management Program Affects Attitudes toward Reading and the Media Center and Frequency of Library Use
  A study examined how Accelerated Reader Program (a computerized reading management program used in elementary education) affected attitudes toward reading and use of the media center. Fifth-grade students in three Lee County, Florida schools were surveyed.
• African American Females' Voices in the Classroom: Young Sisters Making Connections through Literature
  Examines the reading experiences of six African-American middle school girls. Finds that their book selection processes were different than those proposed by the professional multicultural education literature; they found affirmations, support, solutions, and decision-making skills in their reading; and that what mattered were the connections the girls were making to those characters.
• Dealing with Diversity. Ensuring Success for Every Student
  Four essays consider aspects of ensuring that every child can succeed in school. The first, "Appearing Acts: Creating Readers in a High School English Class" (Joan Kernan Cone), explores the self-perceptions of students and uses them to inspire their enthusiasm for reading.
• Taking Children's Literature Seriously: Reading for Pleasure and Social Change
  Investigates how multiple stances in reading can reveal new insights into texts. Demonstrates three ways that a single text can be read from the perspectives of a pleasurable reading, a postcolonial reading, and a critical multicultural reading.