Presents a study of United States History textbooks that identifies possible shortcomings of several readability formulas as tools in determining the appropriateness of reading materials. Suggests additional factors to consider when selecting textbooks and techniques to help students understand reading materials. (AEM)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)

A national survey reveals that, although selection and review procedures can help when school materials are challenged, there is no substitute for good community relations in reducing those challenges in the first place. (Author/JM)

Reading books aloud to students can motivate them to read themselves, but teachers and librarians need to learn new skills to read aloud effectively. Selecting an appropriate book, reading with expression, creating an atmosphere, and using the right questioning techniques to start a discussion all have an impact on successful reading aloud. (LAE)

Three librarians--Barbara A. Genco from Brooklyn, New York; Eleanor K. MacDonald from Beverly Hills, California; and Betsy Hearne from Chicago, Illinois--share their perspectives on where popular literature should fit into library material selection and children's reading diets. Popular literature is defined as primarily that which has first…

Although often ignored by teachers and librarians, nonfiction books can make children want to read. Teachers can create effective assignments by moving beyond textbooks to use trade nonfiction that interests students. With fiction, nonfiction makes a total literature connection that introduces, reinforces, and reviews reading skills. (SLD)

Intended for those who want to encourage children to read, this book deals with children learning to read at different stages and explores four assumptions: reading is an important thing to do; reading is learned by reading; what beginning readers read makes all the difference to their view of reading; and to be successful, teaching and learning…

Describes the lack of substantial knowledge base about the nature of adult reading schemata and adult skill acquisition processes, posits reasons for the lack, and points out areas in adult reading that need to be addressed by researchers, such as materials, programs, and instructional methods. (SKC)

The authors of a popular secondary school level-speech communication textbook that has frequently been removed from schools or attacked because it discusses values defend their book and assess the effects of censorship. (NKA)

Surveys the textbook censorship picture over the past decade with particular attention to the activities of Tim LaHaye and Norma and Mel Gabler. Suggests 10 steps teachers can take to try and protect controversial texts from censorship. (RBW)

Two authors of a high school-level speech communication textbook examine reactions from individuals and committees concerned with textbook adoption and create a new scenario depicting the way they would have liked to have responded to events. (NKA)

Discusses the effects of a sustained silent reading (SSR) program on school administrators, teachers, librarians, and the students. Offers suggestions on setting up an SSR program. (SRT)

At risk students need to experience a reading curriculum which offers success in learning to read; appropriate sequence of reading activities; feedback regarding what has been accomplished in reading; rewards for doing well when comparing past with present achievement records; intrinsic motivation in wanting to read; help and guidance to achieve…

Noting that the literature of the Vietnam War can have a powerful impact on students, this paper discusses why such literature should be taught, what types of literature should be taught, and how teachers might go about teaching some of the literature. The paper begins by presenting numerous student responses to various novels on the Vietnam War,…

Intended to help students from language-minority backgrounds develop literacy in English, this book identifies and answers the major questions surrounding reading instruction for English as a second language (ESL) students. Specifically, the book reviews and synthesizes what is known about background issues related to the education of ESL…