Reading Research Quarterly. Apr/May/Jun 2006.

Some research studies from Reading Research Quarterly, April/May/ June 2006, a publication of the International Reading Association.

What should be the role of popular culture in the classroom?
New teachers do not use pop culture in the classroom because it just isn't done. But they need to understand the out-of-classroom culture of their students. J Marsh. RRQ (Apr/May/Jun 06), 160-174.

How reform inner city libraries to try to address the achievement gap between low-income students and privileged students?
Merely providing resources--print and technological--did not bridge the gap. Low-income students with low knowledge and background did not make better use of libraries even though the resources had been upgraded significantly. One idea, however, seemed to offer hope--librarians who got out from behind their desks to work actively with students. JP Neuman and D Celano. RRQ (Apr/May/Jun 06), 176-201. [RayS: I think the latter finding is significant. Librarians need to be teachers.]

How prepare teachers for the real world of the 21st century in education?
Have pre-service teachers engage in community work and then have them write about their experiences with emphasis on implications for literacy teaching. T Rogers, et al. RRQ (Apr/May/Jun 06), 202-223.

How involve science picture books in classroom teaching?
Analyze the types of science picture books available. CC Pappas. RRQ (Apr/May/Jun 06), 226-250.

Why don't teachers use science picture books in primary grades?
Reading and writing science are different from typical primary narratives. Predominance of the story genre. Not aware such books are available. Undermine the hands-on approach to science. CC Pappas. RRQ (Apr/May/Jun 06), 226. [RayS: Raises question as to how best to use information books in the primary grades.]

What can be learned from the "Reading Recovery" program?
The need for extensive monitoring of teachers trained in using the program so that they are truly using the principles of the program. "Of most importance, we feel, is the underlying requirement that the teachers must become not only highly knowledgeable about the literacy development process, but also willing to commit to the considerable time and effort that monitoring and supporting the literacy development requires." BE Cox and CJ Hopkins. RRQ (Apr/May/Jun 06), 265. [RayS: Interesting implications. With any program, teachers need to be monitored.]

Which students are in need of special reading help?
Students with reading problems, socioeconomically disadvantaged students and English language learners. LS Eckert, et al. RRQ (Apr/May/Jun 06), 275.

How encourage teachers to participate in action research?
Publish their work. LS Eckert. RRQ (Apr/May/Jun 06), 288.