Discusses a number of devices for motivating students to read both in and out of the classroom. (DD)

The Joker's Wild Game is a form of evaluation that is enjoyable and also allows for student participation. (JH)

Provides an analysis of what adolescents like to read and how teachers can motivate them to read. Presents a list of recommended books for young adults. (RL)

A summary of research on young adult literature, including reading interest surveys, studies on the developmental stages of adolescents, analyses of characterizations in young adult novels, and approaches for using this literature in the classroom. Provides a bibliography of resources about adolescent/young adult literature. (RL)

A dozen recommended steps for organizing and running book fairs that develop student reading habits and reading interests. (RL)

Describes how to involve nonreading students in the printed word. (DD)

Offers a method for teaching English using biographies in conjunction with creative writing assignments, for example, writing a short biography of another student in the class. (SRT)

Finds that utopias act as catalysts to young people exploring issues of personal growth through reading. Discusses several books that contain utopian elements. (EL)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Fifteen teachers report on the literary works they use in their classrooms, as well as the teaching methods used with these works. (RL)

Reports on the author's shift from depending on popular adolescent novels to the more traditional "classics" as the reading materials for his literature classes. (RL)

Suggests that educators can help new readers develop the habit of reading by exposing them to easy-to-read, high-interest books, giving them time to practice reading, reading books aloud in class, and having students share their reactions to books with each other. (MM)

The personal experiences of a teacher at a nontraditional, alternative high school illustrate not only the needs of nontraditional students but also some of the effective ways of getting these students to read and write. (RL)