A rationale for the inclusion of trade books (i.e., fiction, nonfiction, biographies, autobiographies, reports of discoveries, poetry, science fiction) is offered to secondary science and mathematics instructors. The benefits of trade books include context for problem posing and solving while promoting constructivist‐based instruction. Trade books provide students with vicarious experiences of the science and mathematics process, as they afford young people introductions to people and ideas which they may not know otherwise. Trade books promote positive attitudes toward science and mathematics instruction because they present a distinctive point of view and celebrate diversity of achievement. Trade books contain the ingredients necessary for emotional growth: romance, wonder and awe. In addition, trade books foster students' literacy development, since students are likely to conduct personalized inquiry, monitor their thinking and spend more time actively engaged in reading due to the variety and appeal of trade books. Importantly, teacher and student responses show reflection and ownership when trade books are used during instruction. Examples of books and quotes are included.

Secondary preservice teachers (N = 67) in a required content area literacy course and 30-hour field experience presented tradebooks, biographies, as well as pre, during, and after reading lessons based on topics in their content area to middle and high school students. At the end of the semester, they were asked to complete an anonymous survey. Results revealed that before the semester, preservice teachers were unlikely to make these presentations in their future instruction. Preservice teachers underestimated the enthusiasm of the students and their cooperating teachers for all three of these presentations. There were positive correlations between preservice teachers' rating of the students' and cooperating teachers' enthusiasm and the likelihood that they would repeat these presentations in their future instruction.

Teacher educators need to identify course pedagogy to improve instructional use of reading. Thus, the purpose of this study was to describe the favorite reading experiences of 82 secondary preservice teachers of diverse subject areas through their drawings and words. Another purpose was to report their reflections regarding the implications of this experience specifically, and the potential and possibilities for the inclusion of reading in their future instruction in general. Preservice teachers believed that reading needed to be relevant, moving, and relaxing. They wished to share their reading with future students, thought that choice was important, and hoped to promote enjoyment of reading. They felt that they needed to offer a variety of reading and use teaching strategies that would motivate their students to want to read. Preservice teachers realized that a teacher's positive attitude and effort to include reading was essential. They planned to have a classroom library. يحتاج معلمو المعلمين إلى تحديد منهاج علم أصول التدريس كي يحسنوا استخدام القراءة التعليمي. لذا تمت وصفة هذه الدراسة على أساس تجارب القراءة المفضلة لدى 82 معلماً ما قبل الخدمة في الثانوية يدرسون مجالات متنوعة من خلال رسومهم وكلامهم. وكان الغرض الثاني من هذه الدراسة هو أن يقدم تأملاتهم بشأن عواقب هذه التجربة بشكل خاص والإمكانية والاحتمالات لإدخال القراءة في تعليمهم المستقبلي بشكل عام. إن معلمين ما قبل الخدمة اعتقدوا أن القراءة كان عليها أن تكون ملائمة ومؤثرة ومريحة وكانوا يريدون إشراك طلاب المستقبل في قراءتهم وظنوا أن الخيار كان مهماً وتمنوا أن يروّجوا متعة القراءة وأحسوا بأنهم احتاجوا إلى توفير التنوع في القراءة واستخدام الإستراتيجيات التي تدفع طلابهم إلى أن يريدوا القيام بالقراءة. وقد أدرك المعلمون ما قبل الخدمة أن مزاج المعلم الإيجابي وجهوده في إدخال القراءة في النمهاج كان أمراً جهورياً حيوياً لذلك خططوا تأسيس مكتبة في غرفة الصف. 为改善阅读在教学上的使用，教师教育工作者需要确认有效的课程教学法。为此，本研究旨在记述82名不同学科范畴的职前中学教师透过他们的绘图与文字表现出来最喜爱的阅读经验。本研究之另一目的是报告这些职前教师所作两个层面的反思：从狭义上，他们反思这些阅读经验所带来的启示；从广义上，他们反思将来把阅读纳入他们的教学里之潜在力与可能性。职前教师相信，阅读经验需要与阅读者密切相关、令阅读者感动和感到轻松写意。他们希望将来与学生分享他们的阅读经验，认为给学生选择权是重要的，因为他们希望促进学生阅读的乐趣。他们意识到他们需要给学生提供各式各样的阅读，及需要使用能引发学生阅读意欲的教学策略。职前教师亦体会到如要把阅读纳入教学里，教师必须有积极的态度及愿意作出努力。他们筹划设立一个教室图书馆。 Les formateurs de maîtres ont besoin d'identifier la pédagogie de la classe pour améliorer la façon d'utiliser la lecture dans l'enseignement. Le but de cette recherche a donc été de décrire l'expérience de lecture préférée de 82 enseignants en formation initiale dans différentes disciplines en s'appuyant sur leurs dessins et leurs dires. On s'est proposé par ailleurs de rapporter leurs réflexions concernant spécifiquement les implications de cette expérience, ainsi que le potentiel et les possibilités d'inclure la lecture dans leur enseignement de la lecture en général. Pour les enseignants en formation, la lecture doit être pertinente, émouvante et reposante. Ils souhaitent partager leurs lectures avec leurs futurs élèves, pensent que choisir est important, et espèrent susciter le plaisir de lire. Ils sentent qu'il faut présenter des lectures variées et utiliser des stratégies de ...

The purpose of this paper is to provide secondary science and mathematics teachers with a variety of methods for incorporating trade books (i. e., fiction, nonfiction, biographies, autobiographies, reports of discoveries, poetry, science fiction) into their instruction. These activities include group problem solving, art projects, poem and song composition, drama, and character journal writing. Examples of books and quotes are included.

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