Presents guidelines for use in examining the comprehensibility of a textbook, questions to ask about the book, and suggestions for using the guide questions. (FL)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Gives a list of guidelines for reading specialists to use in evaluating content area textbooks. (MKM)

Indicates that the Rix modification of the Lix Readability Formula is easy to calculate, correlates highly with other popular formulas, and is useful for materials for grades 3 through 12. (AEA)

Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)

Discusses two computer applications to reading instruction: modification of a computer program that calculates readability and criteria for evaluating language arts software. (AEA)

Discusses two types of student writing problems: error characteristics (spelling, pronoun usage, subject-verb agreement, run-on sentences, and capitalization) and nonerror characteristics (density of ideas, variety of referents, and variety of expression). Suggests ways to diagnose and correct them. (HTH)

Presents a checklist developed by the International Reading Association's Committee for Basic Education and Reading, which is designed to help teachers select materials to meet the special needs and interests of adult basic education learners and to make objective judgments based on a clear evaluation process. (MKM)

Reviews the "Quick-Score Achievement Test" (Q-SAT), an individually administered measure of school achievement for use with students aged 7-18, which has two forms and yields scores for reading, writing, arithmetic, facts, and general achievement. (SKC)

Suggests using the administrative power structure of the school to influence teachers to teach reading in all subjects. (MKM)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Describes a teaching method for reading and writing instruction to be used with college developmental reading students that involves writing reactions to editorials in the campus newspaper. (SRT)

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Discusses the use of holistic evaluation, the use of rubrics and checklists, peer evaluation, and small group peer evaluation as means of making writing evaluation effective while keeping the paper load manageable. (FL)