Urges teachers to keep reading and writing alive in the classroom by assigning a variety of books, including the classics, and by integrating written responses with the reading assignments. (DD)

Reviews research related to homework and makes recommendations for its effective use. (FL)

Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges…

Explores the advantages of using whole books in teaching basic English courses at Bergen Community College rather than workbooks and readers, using examples from student journals to illustrate students' reactions to their reading. Argues that longer works provide a context for critical thinking and reading exercises and a familiarity of character…

A new model reading lesson is presented for adult English-as-a-Second-Language (ESL) students. Teachers are encouraged to give their students real books to read rather than texts prepared especially for ESL students. The approach involves the teacher as a resource and advocates students learning to evaluate their own understanding by discussing…

Provides practical examples of assignments that increase the effectiveness of foreign language reading instruction. It is suggested that, by restructuring reading instruction, the role of the teacher will also be restructured. (12 references) (JL)

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Discusses problems associated with literature-based reading programs which use children's literature in the same way basal readers are used. Encourages teachers to allow students the freedom of exploring and learning from the book without creating drill and vocabulary lessons from it. (MG)

Shares ideas for effectively and efficiently gaining control over the volumes of paper generated in a reading/writing classroom. Suggests that organizing the flow of paper in a class, through such items as file boxes and hanging folders, is essential for an effective class. Provides 10 sample categories for filed materials. (MAB)

The reading and writing abilities of children work together from the inception of thought to produce literacy. Children can read and write for learning and enjoyment. Each activity enhances the other's development at all levels, thus, writing should not be held back until reading is accomplished at a set level. Children come to school rich in…

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

The popular "Chicken Soup for the Soul" series of books demonstrates the tremendous desire of people in all walks of life to tell their stories. A professor of reading/language arts methods for students in a program leading to teacher certification reads to his classes every day from a wide variety of materials, including stories from…

Interviews Irene Huschak, a computer teacher at Altoona Area High School in Altoona, Pennsylvania. Explains "A Digital Journey to Altoona's Past," a project which brings the history of Blair County, Pennsylvania alive for young readers by making them the main characters of historically accurate stories about the area's past. Discusses the…

Shares ways in which teachers who use a basal reading series can go beyond the manual and integrate the whole language approach into the language arts program. (MG)

Employing a body of texts for the reading and study of literature in the English classroom leads to much argumentation, with much disagreement about what is fair game for the writing student. To help determine which texts to select it is necessary to define cultural literacy in a different way from that of E. D. Hirsch. Hirsch would prescribe…