Learning to read is a qualitatively different process from learning to compute, in that each student must discover his own ways of finding meanings. (JH)

Discusses method to improve students' sensitivity to poetry. Describes teaching a poem by Neruda through such class activities as reading aloud, student writing imitating the subjective stance of the poem, class discussion about these essays, and further response writing. Views this approach as a kind of translation. (JG)

Describes six characteristics of mature readers and gives suggestions for helping students attain these characteristics. (DF)

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

Provides three teachers' perspectives on students' reading choices. Discusses reading choices of high school students. Outlines teacher strategies of discovering what books students enjoy and how to help them enjoy others. (PM)

Argues the importance of giving students the freedom to choose from available literature which encompasses both fiction and nonfiction and respond freely to those works that speak directly to them. Provides a list of nonfiction books for inclusion in a reading workshop for young adults. (KEH)

Describes the literary lives of four adolescents and explores the reasons why students stop reading as they get older. Discusses what teachers can learn from the opinions of their adolescent students. (PRA)

Offers a letter written by the author to himself 23 years ago in his first year as an English teacher. Offers four simple suggestions and a bit of extended advice to help him and his students. Encourages him to explore and use the wealth of adolescent literature that is available. Includes a list of young adult books worth reading. (SR)

Describes the computer as a hammer, a tool with unique qualities that allows people to perceive, manipulate, and express language in ways quite different from traditional media. Explores the tool of the multimedia presentation, a common use of technology in classrooms today. Describes a simple project with sixth graders that incorporates reading,…

Considers the reasons Advanced Placement (AP) English teachers might give for their literature selections. Suggests eight works for further reading outside the canon for AP and Honors English Teachers. Lists and gives annotations for 10 "new or overlooked" Young Adult books worth reading. (SG)

The methods used by a teacher to engage at-risk high school students in reading and writing are highlighted. It is reported that students are provided with the first steps of success, language awareness and a sense of belonging in the school and the community.

Valuable insights into the reading process can be gained by analyzing children's reading miscues and by encouring children to use their linguistic knowledge when reading. (JH)

Compares the difficulties students face in the junior high years to the obstacles of Odysseus. Notes hierarchical skill levels needed to understand and interpret literature; suggests using different print and nonprint media to improve interest in stories; recommends doing more writing and talking about fewer works. (JG)

Points out that the use of the library is an important part of the educational process and that teaching recreational reading and browsing skills should be mandatory.(EL)