Serving as a preface for a position statement on adolescent literacy by the International Reading Association, this article argues that assigning adolescent literacy a higher priority in the literacy community's value system is an idea whose time has very nearly come. It briefly relates the content of two earlier articles published in "Reading…

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

Discusses elements other than reading level that can affect ease of understanding vocational materials. Groups these elements into four major areas: (1) vocabulary, (2) sentence structure, (3) organization (the way sentences are arranged into paragraphs), and (4) relevance (the way the author relates the topic to the reader's experience). (LRA)

Notes certain disquieting trends that affect the publication and the reading of children's books; discusses a number of reasons why children read, including for information, to please adults, for instant gratification, for illumination of self, for escape, and for reassurance and deep satisfaction of a vicarious triumph. (GT)

Suggests that interesting and relevant reading materials can be collected for developmental reading courses by asking faculty from various disciplines to submit short, original articles on topics of their choice within their area of expertise. Describes the successful use of this approach. (DMM)

Lists the recommendations and rationales by eight teachers for books they use in their English classes dealing with politics, government, or public language. (KEH)

Summarizes research on reading preferences of boys and girls, the relationship of these preferences to reading ability, the availability of materials for boys, and the notion of a female versus a male morality. The implications of these factors for building a well-balanced children's collection are also considered. (nine references) (MES)

Argues that real books attract, intrigue, and illuminate their young readers, making them laugh, touching their feelings, and clarifying situations. Argues that real books provide many lessons about reading, about print, about text, and about life. (RS)

Uses reading responses of a ninth grade class and a teachers' study group to examine the social memberships and constituencies that reading and discussion disclose through the response process. Maintains that teachers should base reading lists on an understanding of their own and students' memberships rather than on some abstract notion of…

Addresses criticism leveled at classrooms that do not use basals or English textbooks by providing justification for use of children's literature and newspapers as sound instructional materials in a comprehensive reading program. (HTH)

The concept of intertextuality refutes the possibility of "direct" (unmediated) experience. Educators can guide student interpretation of outdoor and nature-related experiences by assigning readings relevant to postmodern life. One frequently assigned text fosters inappropriate romantic environmental attitudes. Recommends works of…

A comic book (accompanied by an audio cassette) was freely accessible to secondary students of English as a foreign language within a structured class setting of pre- and postreading activities. (10 references) (CNP)

Provides three responses from reading professionals concerning a question about students who cannot relate story ideas after reading. Suggests determining the students' reading interests to help them find books which they will find more enjoyable. (MG)

Expresses a concern to look beyond happy endings in reading materials to texts whose bleakness, harshness, and grimness deal with complex human issues. Provides ideas and methods by which teachers might accomplish this. Discusses relevant literary texts. (HB)

Describes the author's experience as a student teacher facing an angry parent who challenged a book choice (a young adult novel by Chris Crutcher) that caused otherwise bored and disinterested students to read with interest and passion. (SR)