This research explores the impact of CD‐ROM storybook features on the reading behaviors of 6‐ and 7‐year‐old students with limited exposure to CD‐ROM storybooks. Six categories of behaviors were identified: tracking, electronic feature dependency, distractibility, spectator stance, electronic feature limitations, and electronic features as tools. Results from this study indicate advantages and disadvantages of the features found in this electronic text medium. One of the most intriguing examples of advantageous use is the ability of CD‐ROM storybooks to set a mood and context for a story in a highly appealing manner. They can also support struggling readers' initial attempts at unfamiliar vocabulary. However, there are also elements of CD‐ROM storybooks that merit caution. They have the potential to promote passivity, putting readers into a sort of “spectator stance” in which they let the computer do the “work” of reading rather than becoming actively engaged in the reading process. Implications from this study suggest that an awareness of the benefits and limitations of CD‐ROM storybooks can ensure their use in classroom instruction provides maximum reader support without building reader dependency.

CD‐ROM storybooks may facilitate reading comprehension for students who are struggling with reading comprehension. Therefore, the use of CD‐ROM storybooks in the classroom as part of a reading instruction program, literacy center, or for independent reading time could benefit young readers.

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A recent editorial in the New York Times (Editorial, 2013) raised an awareness of a growing demand for more college graduates in the Science, Technology, Engineering and Math (STEM) fields. This fact, coupled with a declining interest on the part of students in those areas (ACT, 2013) necessitates a dramatic and urgent need for K-12 curriculum that fosters an interest in these fields and promotes skills that facilitate success. Many educators believe the solution is a curriculum steeped in a problem-based approach that integrates strong communication skills (Sanders, 2009). This article will describe the importance and essence of making STEM instruction relevant through a problem-based learning approach at the same time promoting students' literacy skills. Specific suggestions for instructional strategies that can be used effectively in a problem-based curriculum to promote competence and interest in STEM areas will also be described.

The use of an academic notebook in an elementary music classroom is an effective way of integrating language arts into music instruction while helping students to reflect and think critically about music. Academic notebooks are studentcreated tools that help organize and track learning while students gain conceptual knowledge. The notebooks are designed to foster discussion, encourage reading and writing strategy development, and provide application activities to further strengthen the learning of music concepts. Combining music instruction with language arts reinforces integration of curriculum areas while providing academic support for a liberal arts program by enhancing its connection to the teaching and learning of literacy.