The Oregon criteria of excellence for quality community reading programs include criteria for the following: (1) staffing, preparation, and inservice training for personnel; (2) organization and management; (3) maintenance and dissemination of materials and information; (4) diagnosis and prescription; (5) the developmental reading program; (6)…

Proposes an adaption and extension of the Standard Reading Exercise to be used once a week in English for academic purposes classes where students select their own texts. (Author/CB)

Offers a plan for organizing and implementing a schoolwide reading week entitled, "Drop Everything Else, Read" (DEER). Presents explanations and directions for eight reading activities which focus on animals. Includes materials that can be duplicated and used by students as bookmarks and certificates. (ML)

Describes the efforts of educators throughout the twentieth century to challenge committees, commissions, and teachers of English to investigate and communicate possible solutions to problems faced by real English teachers in real classrooms. (MM)

The first article describes the whole language approach as an outgrowth of individualized reading and the language experience approach, which encourages students to read books about their own interests, regardless of their reading levels. The second suggests ways in which media specialists can contribute to the planning and implementation of whole…

Presents a summary of research done in the field of young adult literature from 1967 to 1992. Summarizes research done in areas such as methodology, booklists, author studies, critical analysis, social issues, reader response, and reading advocacy. (HB)

Suggests that some Australian schools in the 1980s took up too enthusiastically what may be called the Effortless Theory of Learning to Read. Describes how Paired Reading can work and what can go wrong with such instruction. (RS)

Defines information aliteracy (ability to read without the desire) and proposes that desire be considered a component of information literacy. Experiences of a group of information aliterate students are examined; opportunity for pleasure through involvement is discussed; and suggestions for teachers and teacher-librarians for reducing the problem…

Based on the belief that the transition from learning to read to reading to learn can be facilitated by tailoring learning experiences to individual preferences, this book describes an affective-based 3-week summer reading program for students entering first through sixth grades. The first part of the book describes the philosophy of the program,…

Jackdaws are collections of interesting artifacts that provide information about a particular subject, period, or idea, and build background and interest in works of literature for children. Jackdaws are easy to construct: practically anything that is related in some fairly direct way to a piece of literature and that can aid a student's…

Elementary and secondary school teachers and school administrators often say they get their information about educational practice from colleagues and from inservice meetings. Research, however, suggests that teachers seldom talk shop with their colleagues. This leaves professional journals as the clearest channel of communication about…

The individualized reading approach is a means of teaching reading to middle school students using self-selection of books by students, individual teacher-student conferences, and grouping according to needs and interests. During the teacher-student conferences, the students share their feelings about the book they are reading as the teacher…

Describes how a list of the great books of biology was developed. Discusses the insufficiency of textbooks and traditional classroom instruction. Advocates the uses of outside reading and libraries. Focuses on books designed to be read, not studied for information and enjoyment. (CW)

Describes the experiences of a university professor and a secondary school teacher in introducing innovations into the English classroom. (MM)

Children are naturally drawn to award-winning books. Those who work with children know that the appeal of these books often comes from the shiny gold, silver, or bronze seals affixed to the covers of these special books. Teachers and librarians, however, need to be aware of the fact that the Newbery and Caldecott, and lesser known awards, are…