Electric Reading Land/Electric Reading Land.iso/erl/help5.txt

Text File | 1995-04-13 | 34KB | 844 lines

The information to follow was excerpted from a series of Parent
Guide brochures published by Reading Is Fundamental* (RIF), a
national nonprofit organization that inspires children and
teenagers to read.  This material is used with permission from
Reading Is Fundamental.  An excellent overall RIF resource for
parents is The RIF Guide to Encouraging Young Readers
(Doubleday, 1987).  For more information, write to:
      RIF
      P.O. Box 23444
      Washington, DC 20026

* Reading Is Fundamental is a registered trademark of Reading Is
Fundamental.



                        21 Practical Reading Tips


RIF« Tip 1: Read to your children. Every day. Read anything
and everything at hand: a storybook at naptime or bedtime or
anytime, poems, signs, cereal boxes, billboards, magazines, food
labels.

RIF« Tip 2: Try reading in unusual places. It makes reading even
more fun. Read with your children in the park, in the car during a
long trip or traffic delay, and at the grocery store.

RIF« Tip 3: Talk to your children. Listen closely to what they
say. Talking with them helps them learn to use words.

RIF« Tip 4: Recite rhymes, raps, and poetry and sing songs.
These are easy for children to remember, so they can say or sing
them along with you.

RIF« Tip 5: Read in front of your children. This shows them that
you think reading is important and  fun.

RIF« Tip 6: Take your children to the library. You can ask the
librarian to help you select books suited to your childrenÆs ages
and interests.

RIF« Tip 7: Give children books or magazine subscriptions as
gifts. Select reading materials that relate to their favorite
activities or interests.

RIF« Tip 8: Use songs as reading activities. With your children,
write down the words to their favorite songs and then sing them.

RIF« Tip 9: Make up stories together. Use a picture in the
newspaper, a poster on the wall, or people in the park as subjects
for a story you and your children create.

RIF« Tip 10: Choose a "letter of the day."With your children,
look for that letter of the alphabet all day, everywhere-on signs,
license plates, and food labels and in books and magazines.

RIF« Tip 11: Let children select books for their own collection.
As often as possible, let them accompany you on trips to the
bookstore, flea market, or yard sale to look for books.

RIF« Tip 12: Make colorful bookmarks with your children. Let
them decorate them with favorite characters, slogans, and
stickers.

RIF« Tip 13: Record books on cassette tapes. Children and their
family members can read books or tell stories into a tape recorder
as another way to enjoy a book again and again, at home or in the
car.

RIF« Tip 14: Make books with your children. They can create a
picture book of their personal favorites (food, toys, colors,etc.),
illustrate a day at the park or the zoo, or make up a story from
their imagination.

RIF« Tip 15: Use old magazines for reading activities. Children
can write a story based on a photo, cut out and paste words they
know to make telegrams, or arrange words and pictures in a
thematic collage.

RIF« Tip 16: Make a scrapbook. Affix mementoes and photos
from a family outing and have children dictate or write photo and
postcard captions and their fondest memories.

RIF« Tip 17: Set up a special place for your childrenÆs books.If
they do not have a bookshelf or bookcase, use a box, basket, or
other sturdy container.

RIF« Tip 18: Make bookplates with your children. Let them
decorate them as they wish, write their names, and then paste
them to the inside front covers of their favorite books.

RIF« Tip 19: Help your child make greeting cards. They can
draw their own pictures or use images from printed material and
then write or cut out the messages.

RIF« Tip 20: Slip playful and affectionate notes into your
childrenÆs lunchbags. Invite them to leave replies for you in an
unusual or secret place in the house.

RIF« Tip 21: Set up a communications center. A bulletin board
or the refrigerator door are good places to post notes, cards,
clippings, or schoolwork that family members read each day.



                                 READING ALOUD


Children's reading experts agree that reading aloud offers the
easiest and most effective way to turn children into lifelong
readers.  A child whose day includes listening to rhythmic sounds
and lively stories is more likely to grow up loving books.  And a
child who loves books will want to learn to read them.  Reading
aloud is great fun and benefits your children's growth as readers
and learners.  It nurtures your children's love of both the written
and spoken word.  It gives you a chance to rediscover favorite
stories and find new ones.  It also helps your children develop
important language skills that will help them learn to read on
their own.

To spark that desire in your children, here are some useful tips for
you to consider.


I. Where

In addition to the usual reading places--a couch, an overstuffed
armchair, a child's bed--consider less traditional ones:

*  outside, under a shady tree, in a sandbox or a hammock, or at a
nearby park;

*  a reading hideaway created by tossing a sheet over the
clothesline or table; or

*  in the car on long road trips or during traffic delays.


II. When

*  Start right from the cradle!  Reading aloud can help calm a
fussing baby or entertain a quiet one.

*  Continue reading aloud even after your children learn to read.
Young readers will enjoy listening to many books that they can't
yet master on their own, and many teenagers like to hear old
favorites.

*  Set aside a special time every day to read aloud to your
children.  Before school, naptime, or at bedtime are some obvious
choices, but do whatever works best for you.

*  Take advantage of times when the family is together--for
example, at breakfast or dinner.  Ask your child to read while you
tackle the dinner dishes, or read aloud from the morning
newspaper while your children eat their breakfast.

*  Be aware of your children's reactions.  If they are restless, they
may be trying to tell you they are at the limit of their attention
span.  Stop reading and try another activity.


III. What

*  Use whatever is at hand.  Books, magazines, and newspapers
are great for reading aloud; but so are road signs, menus, mail
order catalogs, billboards, cereal boxes, and dozens of other
everyday items.

*  Mother Goose rhymes and other traditional rhymes and songs
are especially good for reading (or singing) aloud because they
contain the basic rhythms of the language.  Young children love
to join in on favorite verses.

*  For very young children, look for picture books with stories and
artwork that are simple, clear, and colorful.

*  After you've got the hang of it, embroider on the stories you've
read.  Make up your own stories.  Substitute your child's name for
the name of a character in the story.

*  Occasionally try reading stories that are slightly beyond your
children's reach.  But if they seem frustrated rather than
challenged, put the stories aside until another day.

*  Poetry makes an excellent read-aloud selection for all ages.
Rhythm and rhyme help sustain youngsters' interest.

*  Be flexible.  if a child doesn't seem to like the book you're
reading, drop it and try another.  Ask questions to discover the
kinds of books your children would like to hear.


IV. How

*  It helps to look over a book before you read it aloud.  Shorten or
skip overly descriptive passages.

*  Read slowly and with expression.  Don't be afraid to ham it up!

*  Make sure your children sit where they can see the book clearly,
especially if it's a picture book.  Of course, some children don't
like to sit still and listen--yours may prefer to draw or play
quietly while you read.

*  Allow time for a child to settle into a story, and allow time after
reading aloud to talk about the story.

*  As you read aloud, encourage your children to get into the act.
Invite them to describe pictures, read bits of text, or guess what
will happen next.

*  As you read aloud, encourage your children to get into the act.
Invite them to describe pictures, read bits of text, or guess what
will happen next.

*  Expect lots of questions, especially from young children.  Take
time to answer these as you go along.



                     FAMILY STORYTELLING


Since ancient times, storytelling has fired the imaginations of
listeners of all ages in every corner of the world.  Generation after
generation, families have told stories to entertain, instill values,
pass on traditions, and express their hopes and fears.

Today stories are told for all the same reasons, and one more:
reading experts also regard storytelling as an important step
toward children's literacy.  Telling stories to children, as well as
reading aloud, helps develop skills and motivates children to read
on their own.  Some of the best-loved children's books began as
stories told to young listeners.  When you tell your children a
story, you are also
  *  building their vocabularies,
  *  giving them a sense of how stories work,
  *  exercising their imaginations as they visualize the story, and
  *  whetting their appetites for more stories, so that they will turn
     to books.


I. When To Tell Stories

"Once upon a time" can happen any time--you don't have to wait
for bedtime or a traditional storytelling occasion.  Here are some
suggestions:

*  Holidays. Many families observe religious and ethnic holidays
with special stories and songs.  Children enjoy participating in
these traditions.

*  Reunions.  Some families gather regularly for a reunion, or
meet on special occasions, such as weddings or funerals.  Sharing
stories at these events becomes a natural way to remember the
past, catch up to the present, and carry traditions into the future.

*  Bedtime.  Many parents read aloud or tell a story just before
bedtime.  Young children especially look forward to this ritual as
a time for closeness with parents and other family members.

*  Waiting.  Stories can occupy restless children in waiting rooms
and help pass the time in long lines.  If you don't have a story in
mind, make one up about someone or something you see during
your wait.

*  On the road.  When you plan for your next long trip, include
singing and storytelling on your list of things to do along the way.
Children fell less confined when their imaginations run free.

*  Soothing.  When children are troubled or unhappy, a story can
sometimes help them feel better and less alone.  The story may
even suggest how they might resolve their difficulty.


II. Where to Find Stories

You don't have to look far.  There may be a story unfolding before
your very eyes, or one in you family's past.  Some stories come
from places you can visit, like a historical landmark, or touch, like
an old trunk or gravestone.

*  Books.  For the widest selection of stories from the world over,
check your library.

*  Family history.  Pass on your family's heritage through stories.
Ask the oldest family members to tell you the family stories that
were told to them.  And remember important recent family
events--like the day each child was born, or adopted, or named.

*  Your childhood. Children love to hear their parents and
grandparents tell about themselves as children.  Search your own
"past" for those special moments--joyous, silly, or painful--that
would make a good story.

*  Your children.  Small children love to be featured as the main
characters in a story, or have characters modeled after them.  Such
stories can celebrate recent accomplishments and delights--for
example, learning how to dress themselves or going on a swing.

*  Story tapes.  You can purchase recording of the performances
of well-known storytellers, but you can also make your own.

*  In the news.  From time to time, you may read or hear a news
report that makes a great story, "strange but true."  Like a
reporter, you can present the facts and let the story stand on its
own or, as a storyteller, you can change and exaggerate the facts
to make your own.

*  Make one up.  When you're plum out of stories to tell, you can
always turn to your imagination or your children's.


III. How to Tell Stories

Choose a story for your audience.  Will your youngest listeners be
able to follow the plot?  Can the story be told within the limits of
their attention span?  Browse through some of their favorite books
to see what kinds of stories interest them.

*  Practice.  Read or rehearse the story until you know it well.
Memorize the important details--names, actions, images,
repeating lines, passages of time.

*  Tell stories you like.  If you're not crazy about a story or are
tired of telling it, your voice will give away your lack of interest.
On the other hand, your enthusiasm for a story can be contagious.

*  Use colorful words.  Help your children visualize the story as
you go by using rich, descriptive language.  You can always take
the time during a story to explain the meaning of a new word.

*  Change your voice.  Distinguish between the different voices
of your characters by changing your own register.  Dramatize the
action and the mood by speeding up and slowing down, and
raising and lowering your voice.  Pause a moment for special
impact.

*  Ask the children to participate.  They can say the magic
words at your cue, clap hands to bring a fairytale back to life,
chant repeating lines, or add sound effects.  Ask them questions:
What do you think will happen to the house of sticks?  What
would you do if you were Jack?

*  Use props.  Simple households props can liven up a story and
encourage children to retell it themselves.  You can wear an
appropriate hat--a baseball cap, for example, while you recite
"Casey at the Bat"--or become a ventriloquist and make your
child's teddy bear tell "Goldilocks and the Three Bears" from his
point of view.  Children can make their own stick or paper-bag
puppets, and play with felt cutouts on a felt-covered board to retell
their favorite stories.

*  "Tell it again!"  Like a favorite book, a good story can be
repeated over and over.  Be prepared!  In time, your children may
want to tell the story themselves.


IV.  Leading to Reading

By sparking their imagination, storytelling often inspires children
to read and write.

*  Tell a popular fairy or folktale, then help your children find
books at the library that retell the same tale in slightly different
ways.  For example, you might try two versions of
"Cinderella"--European and Chinese.

*  Comic book and cartoon superheroes pale in comparison to the
heroes of classical mythology.  Tell an early Greek myth to get
your kids hooked, then go on an odyssey to the library.

*  After making up a story together, ask a child to write it down.
Take dictation for younger children, but read back their stories
and let them draw illustrations.

*  Start a storytelling notebook for original family tales.



                  UPBEAT AND OFFBEAT ACTIVITIES
                          TO ENCOURAGE READING


Playing and learning often go hand in hand.  As a parent, you can
help your children build reading skills--and enthusiasm about
reading--through playful activities that make reading fun.  Here
are a batch of ideas from Reading Is Fundamental-- volunteers all
across the country.  Though we call them "upbeat and offbeat"
activities, they don't require special tools or fancy equipment.
Colored paper, scissors, pens, paste, and ingenuity are the main
ingredients.


I. Sign of Progress

Many children enjoy the sense of accomplishment that comes
form creating pictures that show their reading progress.  The
following activities suggest a variety of ways you can help your
children keep track of the time they spend reading (or being read
to), and the number of books read.

*  Reading Jigsaw.  Select a colorful picture from a magazine and
paste the picture on a piece of cardboard or stiff paper.  Cut it into
puzzle pieces and put the pieces into a paper bag.  When your
children complete a book or read a specified number of minutes,
have them dip into the bag and select a piece of the picture.  Each
day contributes to solving the puzzle.

*  Thirty Days Hath September.  Large calendars with a box for
each day of the month can help children see their progress over
several weeks.  Children color a box for each day they spend at
least fifteen minutes reading for fun.

*  Jack and the Beanstalk.  Tack a sheet of unwaxed shelf paper
so that it reaches from floor to ceiling.  Draw a thick line down
the center of the paper to serve as a beanstalk.  Help children cut
leaflike shapes from green construction paper.  For each book they
read, children write the title on a leaf and paste it to the beanstalk.

*  Reading Caterpillar.  Cut plate-sized circles from colored
construction paper.  Choose one circle for the head and decorate it
with antennae, eyes, and a mouth.  Mount on a wall.  For each
book your children read, help them write the title on a colored
circle and add it to the reading caterpillar.


II. Make It and Read It!

Making books at home gives youngsters lots of opportunities to
build reading and writing skills while they express their
individuality.

*  ABC's. Write each letter of the alphabet on a separate sheet of
construction paper.  Children find (or draw) pictures for each
letter: apple for A, ball for B, etc.  Paste pictures under the
appropriate letter.  Add a colorful cover, punch holes in the paper,
and tie with bright yarn.

*  Scrapbooks.  Making scrapbooks helps children recall what
they've seen on an outing or a family trip.  What to include?
Maps, sight-seeing brochures, menus, postcards, ticket stubs,
newspaper clippings from other cities, and other small souvenirs
can be mounted on pages and kept in ring binders.  You can write
in memories and captions children "dictate" as they assemble the
pages.  For example, "We stopped for lunch by this lake.  I fed the
ducks."

*  "Once Upon a Time."  Encourage you children to invent their
own stories while you act as the secretary who writes their words
as they speak.  Another idea:  have children read a favorite story
or poem while you record their voices on a cassette tape.  Send the
tape to Grandma or Grandpa as a birthday present!


III. Spur of the Moment

Opportunities for reading can be found through out a family's busy
day.  You can try any of the following ideas without additional
materials or special planning:

*  As you clip coupons from the newspaper or flyers, ask your
children to group them by category:  for example, foods, paper
products, cleansers, etc.

*  As you prepare a meal, have a child read one of the recipes and
handle some of the tasks.

*  If a child is just learning the alphabet, go for a walk together
and ask the child to identify everything that begins with A, with
B, etc.  See how many letters of the alphabet you can cover.



                  BUILDING A FAMILY LIBRARY


There are lots of things parents can do at home to encourage
reading.  Reading aloud to your children is one way.  Setting aside
regular time for family reading, even if its only ten or fifteen
minutes a day, is another.  And setting a good example--letting
your kids see you reading--is helpful.

All of these activities require the same thing--a good supply of
things to read.  Newspapers, magazines, books, catalogs--it
doesn't matter as long as they're within easy reach, accessible to
all.  Nor does it matter if they're owned or borrowed, new or used.
What's important is that they are there, where you live, a natural
part of everyday life.

A home library doesn't have to be elaborate or expensive to
provide rich reading experiences.  Fancy books aren't necessarily
the best way to capture a child's fancy.  But a good family library
does involve time and space--time to find materials that will
interest all the readers in your family, and space to keep and enjoy
those materials.  Many families found that setting aside a spot in
the home for a family library helps them make reading a part of
family life.  You don't need much space; a corner of a room with a
bookshelf, comfortable furniture, and adequate lighting is just
fine.

It's the variety of books in the library that counts, not size.  Instead
of focusing on the number of books, keep in mind the special
interests and preferences of each member of the family.  A small
collection of books, thoughtfully gathered over time, is better than
a large collection that goes largely unread.

Display the collection in a way that invites the family to dig in!
Sturdy bookcases, built-in shelves, open magazine racks are
excellent places to display and store reading material.  Be sure to
put reading material for the youngest readers on the lowest
shelves.  You may want to group together books about your child's
favorite topics--from dinosaurs to space travel--or books by a
favorite author.

Anything goes in a family library.  Paperback and hard-cover
books, a dictionary, an atlas, song books, magazines for parents
and kids, newspapers, and even mail-order catalogs all have a
place.  Make sure there is something for every reading level.


I. A Shelf of One's Own

Children may want a place separate from the family library to
keep books that have a special meaning or value for them.  By
encouraging children to set aside  their personal favorites, you are
helping them express their affection for books, and showing them
that you respect their reading.

*  Find a special place for your children's books.  If your
children's room does not already have a bookshelf or bookcase,
use a box, basket, or other sturdy container.  Plastic stacking
"cubes" work well and come in a variety of colors.

*  As often as possible, let your children choose the books they
want to read and add to their collection.  A book-buying trip to
a yard sale or bookstore can be a fun Saturday morning family
activity.

*  Take your children to the library regularly.  Even a child
with a well-stocked bookshelf needs a frequent fresh supply of
books.

*  Give your children books or magazine subscriptions as gifts.
And encourage them to give books as gifts to other family
members.

*  Display a few books with their covers facing out.  An
appealing cover might entice a youngster to pick up the book and
take a peek inside.



                ENCOURAGING YOUNG WRITERS


Long before they go to school, before they even know the
alphabet, children begin to "write."  In fact, for most children,
literacy begins at home--with a crayon.

The scribbles of very young  children have meaning to them, and
scribbling actually helps than to develop the language skills that
lead to reading.  Young children who are encouraged to draw and
scribble stories will learn to write more easily, effectively, and
confidently once they head off to school.

How can you encourage your children to write?  From infancy on,
reading books aloud to your children is the single most important
way you can help them get ready to both read and write.  Hearing
you read aloud gives them their first meaningful experiences with
printed words, and makes them aware of how stories work.  After
they learn to read, writing continues to be a natural spin-off
activity that contributes to their language and reading
development.


I. Supplies and Space

Children don't need special tools or fancy equipment to write.
Fresh supplies and an inviting workplace can provide inspiration.
Here are some suggestions:

*  Writing tables.  All children write best when they have a
comfortable place to work.  Young children can sit on a child-size
chair at a play table cleared of toys.

*  Writing paper.  The smallest writers need the largest paper for
their drawings and scribbles.  (Check with your local newspaper
for their "rolled ends" of newsprint.)  Introduce lined paper only
when a beginning writer has mastered the alphabet and forms
letters that are the same size.  Stock a variety of paper sizes for
different writing projects.

*  Writing tools.  Preschoolers enjoy using thin markers, regular
crayons, and chalk.  Beginning writers need pencils with erasers.
When they have mastered handwriting, older children like to use
pens for their polished copies.

*  Wastepaper basket.  All writers have false starts.  It's perfectly
okay to crumble up the page, toss it in the garbage, and try again.

*  Keyboards.  Although not necessary for writing, a typewriter
or personal computer can enhance your children's writing
experiences.  Perfect letters appear at the press of a key--no small
miracle for a young child struggling to control a pencil.  These big
toys are lots of fun for learning to recognize letters.

*  Making books.  Collect a variety of tools and material  for your
children's homemade books.  Include ordinary stationery items,
such as scissors, glue, tape, a stapler, and a hole punch.  Save
cardboard and remnants of wrapping paper and wallpaper for
covers.  Rub-on letters, available in stationery stores, give titles
more pizzazz.  Children can staple pages and hide the stapled
edge with the pages with yarn or ribbons.  A basket or box,
decorated with your child's name, can store supplies.

*  Show it off!  Young writers are proud of their work.  Give each
child a large envelope or box where he or she can save writing.
Keep magnets on the refrigerator to mount their favorite work,
and display homemade books on the family bookshelf.


II.  Everyday Writing

Like reading, writing can become a natural part of your family's
everyday activities.  Your regular household activities are great for
putting children's writing skills to good use.

*  Before you go shopping, ask a child to write out your list.

*  Explain how you'd like your children to take messages when
you can't get to the telephone.

*  Do you write regularly to a grandparent, other family members,
or friend?  Perhaps your child can add a picture or note.

*  Ask your children to write in their own appointments and dates
on a family calendar.  Very young children can draw picture
reminders.


III. Writing Before Reading

Rejoice in your children's early attempts at writing.  Keep in mind
that spelling, correct letter formation, neatness, and how your
children hold their markers or pencils don't matter now!  Those
skills will come naturally, in time.  Respond now to the ideas they
are trying to express, and accept whatever they write with praise.

Here are some playful activities that will nourish your
preschoolers' natural fascination with writing:

*  Help your children become aware of the writing that surrounds
them.  Read aloud stop signs, favorite restaurant signs, the S on
Superman's cape, and other interesting print you encounter in the
course of your daily activities.

*  Be your children's secretary and take down word for word the
stories they tell.  These stories can be read back again and again.
When you inquire about a drawing, write down your child's
response as a title or caption.

*  Cook up fun ways to help young children learn the letters of the
alphabet.  For example, help them shape the letters out of pretzel
dough or cookie dough.  Show them how to "write" in a tray of
pudding or squirt whipped cream letters.


IV. Family Writing

Here are a few ideas that encourage family involvement:

*  Holiday letters.  Around the winter holidays, some families
send all their distant friends and family copies of one long letter
recounting events of the past year.  Young children can contribute
to this kind of holiday greeting.

*  Scrapbooks and photo albums.  Keep souvenirs of your family
activities in an album.  Ask your children to help you write in
dates and captions.

*  Travel journal.  When you take trips for a day or longer, keep
a journal of where you go and what you see.  Have your children
contribute written descriptions and drawings to the journal.

*  Writing to each other.  Encourage personal correspondence
within your family.  For example:
  - Write your children when they go to camp, or when you travel
without them.
  - Leave notes with jokes or reminders in their lunchboxes.
  - Write each birthday letter or poem.

*  Create a certificate of achievement for swimming across the
lake, or being very cooperative during a trying week.

More than anything else, be an enthusiastic audience for the
writers growing up in your family.  Encourage them to share their
writing with you, while respecting their need to keep some writing
private.  Comment on their writing in ways that are thoughtful but
uncritical.  Make your children feel confident that, as writers, they
always have your interest, admiration, and support.



             CHOOSING GOOD BOOKS FOR YOUR CHILDREN


I. Pre-Readers: Ages three to six

What to look for in books for preschoolers:

*  Stories about everyday things and experiences

*  Simple plots with more action than description

*  Main characters about the same age as your child

*  Playful animals, both real and imaginary

*  Funny creatures in ridiculous situations

*  Stories that move along quickly and can be read (and possibly
reread) in one sitting

*  More detailed illustrations as your children mature

*  Books that show and classify a wide variety of objects, such as
types of trucks, tools, clothing, etc.

*  Books with a catchy refrain or lines that your children can
repeat with you.


II. Tips for Choosing Books for Children of All Ages

1.  Have your children help select books as soon as they start
indicating preferences.  Let them browse in a library or bookstore
and choose for themselves.

2.  Get to know the children's section of your local library, and
seek help from the children's librarian.  (Children's librarians are
knowledgeable about books for children and want to help you.)

3.  Determine your children's interests, and then help to steer
them toward books on their favorite subjects.

4.  Ask relatives and friends about books their children have taken
to heart.  You may want to trade books.

5.  If your son or daughter doesn't like a book, put it away.
Forcing books on a child will defeat your purpose and turn
reading into a battle of wills.

6.  Understand that children may want to hear (or read) favorite
books again and again, even after you think they've "outgrown"
them.

7.  Consult lists of recommended books.  Several organizations
make them available.

8.  Experiment.  Offer variety, but above all, trust your youngsters'
reactions, and your own.

9.  Look for books you will enjoy reading aloud.  Allow you
enthusiasm to come through.

10.  Remember that your role is to introduce your children to the
pleasures of reading, so have fun!


III. Resources

The following organizations publish annual lists of recommended
books.  Some are comprehensive lists of favorite books marked
(C) below; others include only books from the previous year:

The American Library Association (ALA) 50 E. Huron St.;
Chicago, IL 60611.  Enclose self-addressed- stamped envelope
(SASE) with 2 oz. postage for each copy.

*  Notable Children's Books (annual).  Titles with short
descriptions.  $.50 with SASE.

The Child Study Children's Book Committee (CSCBC)  Bank
Street College, 610 W. 112th St., New York, NY 10025.

*  Children's Books of the Year, 1990 ed. Describes over 500
titles. $4.00.

*  Paperback Books for Children, A Selected List through Age
13 (C).  Titles with short descriptions. $4.00.


The Horn Book, Inc. 14 Beacon St., Boston, MA 02108

*  Children's Classics: A Book List for Parents.(C) Lists favorite
titles for babies and toddlers through young adults.  $3.00 plus
$.50 for shipping and handling.

The International Reading Association- Children's Book
Council Joint Committee (IRA-CBC), 800 Barksdale Rd., P.O.
Box 8139, Newark, DE 19714-8139

*  Children's Choices (annual).  Titles with descriptions.  Free
with a 6.5" x 9.5" SASE and 4 oz postage.


The Library of Congress,  Children's Literature Center,
Washington, D.C.

*  Books for Children (annual). Titles with short descriptions.
$1.00 to the Superintendent of Documents, U.S. Government
Printing Office, Washington, D.C. 20402


Office of Branch Libraries, New York Public Libraries. 455
Fifth Ave., New York, NY 10016.

*  Black Experiences in Children's Literature. (C) Describes
titles about black life in the United States, Africa, Latin America,
the Caribbean, and the United Kingdom. $6.00 check or money
order.


Books About Choosing Children's Books

*  Exciting, Funny, Scary, Short, Different, and Sad Books Kids
Like About Animals, Science, Sports, Families, Songs, and Other
Things.  Frances Carroll and M. Meacham, eds.  American
Library Association, 1984.

*  The RIF Guide to Encouraging Young Readers.  Ruth Graves,
ed.  Doubleday, 1987.

*  A to Zoo: Subject Access to Children's Picture Books.
Carolyn W. Lima.  Bowker, 1982.



This is HELP5.TXT.