Richards, J. C., Gipe, J.P. (1993). Getting to know story characters: a strategy for young and at-risk readers. The Reading Teacher 47, 1. 78-9
Richards and Gipe have developed a program to help at-risk students get more out of a book by analyzing a character through the project Getting to Know my Character. It is felt that this is a good follow up activity because much about the story can be learned from the character such as mannerisms, characteristics, actions and conversations which will help to increase their reading comprehension.

Sabesta, S. Scott Foresman. [Online]. Accessed 06/27/02: http://www.scottforesman.com
Sabesta looks at the problem of literacy and trying to motivate all children to read. It is not just motivating them, but also keeping them motivated that is important. It was noted that interest in reading declines from grade one to six (McKenna, Kear, and Ellsworth, 1995). It was felt that to get the children motivated, the teacher and school has to give them choice of what to read (Reutzel and Gail, 1997) and get the students familiar with various genres of books. Sabesta also feels that reader response can help motivate the students. Rather than writing and talking all the time, Sabesta believes other activities should be used. Morado and her associates (1999) discovered that "increased enthusiasm for reading and better understanding of setting, plot and character" was formed when the response activity was a play. Also, when reader awareness is expressed and the children understand it, it will also increase motivation. It should be expressed how reading is important in the work force. This is one way Sabesta felt awareness could be expressed. He felt it was a "sure essential in motivation."

Schwartz, W. (2001). Closing the Achievement Gap; Principles for Improving the Educational Success of All Students. New York: ERIC Clearinghouse. (ED460191)
This article looks not at the gap between boys and girls, but at the gap between minorities and white and Asian students. Thus far, Schwartz believes that closing the gap has been relatively unsuccessful. She feels that the key to closing the gap is having parents and guardians read to their children at a very young age, and as she notes, they must "make a long-term commitment to educational improvement." Getting all races to an even level, has some power and support behind it, creating an "upsurge." There are also several things which teachers, parents, the community, the school and the state can contribute to closing the gap. One point she noted was to place students of color "in high ability classes in the early grades."