A critique of "Evolution in the Professorship: Past, Philosophy, Future," by Donald J. Willower, published in the summer 1983 issue of this journal. (MLF)

John A. Clark's critique of "Evolution in the Professorship: Past, Philosophy, Future," by Donald J. Willower (published in the summer 1983 issue of this journal) is refuted by the author. (MLF)

This study applied Reader Response theory (which stresses an aesthetic experience with the text) with seven less proficient readers (learning-disabled fifth and sixth graders). Student response was best when the text was read to them, when their responses were oral, and when instruction focused on active meaning construction and the reader/text…

Maintains that both traditional and computerized scholars face problems when they attempt empirical research on women writers and women readers using currently available computational tools. Discusses factors that have inhibited empirical research and uses examples from research on 18th century English poetry. (CFR)

Making a case for the value of literature-based instruction, this book presents an overview of the extensive knowledge base supporting literature-based approaches to literacy instruction. It notes that literature-based instruction goes beyond simply changing the kinds of texts children read--also required in literature-based instruction are an…

Suggests that reading students be taught to write symbolic codes alongside the text to identify new terms, similarities in ideas, cause-effect relationships, important or difficult ideas, etc.; and to use mnemonics to record their responses to the text (e.g., whether they were bored, confused, surprised, or in agreement). (PAA)

This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in…

Intended to help classroom teachers, curriculum developers, and researchers, this book provides current information on theoretical and instructional aspects of main idea comprehension. Titles and authors are as follows: "The Confused World of Main Idea" (James W. Cunningham and David W. Moore); "The Comprehension of Important…

Surveys the reading and viewing habits of British teenagers. Discovers that, although U.S. horror fiction (R. L. Stine, Stephen King) tops the lists, a wide diversity exists among the less popular authors. Reveals marked gender differences in amount of time spent viewing videos, television, and computer games. (MJP)