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

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Levels of comprehension skills in the reading of literary works are identified and represented in a set of questions comprising an informal reading inventory. Literal and inferential levels of comprehension are explained, and ground rules for developing a set of inventory questions are presented for use. (DF)

Discusses the language experience approach to reading and writing and describes how such an approach would benefit limited and non-English speaking high school students. (DD)

Asks whether teachers should teach the art of insightful reading or live in fear of parents and other well-meaning arbiters who may bar Shakespeare and other challenging texts from the curriculum. Examines the meaning of censorship, what censors fear, and the possibility of discussing mature topics with secondary school students. (TB)

Examines Dora V. Smith, who was a pioneer in education, ahead of her time in calling for a student-centered approach in the teaching of writing and reading. Explains how she stood up for cultivating a child's personal interests, both in choice of reading material and in written responses to that reading. (TB)

Details the results of allowing student choice in reading and writing. Contends that introducing choice late in a student's schooling complicates that student's ability to reap the full benefits of autonomy. Concludes that choice as a key component of teaching reading and writing is problematic in a traditional setting filled with prescriptive…

Notes that with so many multivoice novels accessible to teens, there is a great opportunity to expand students' reading repertoire. Proposes that young adult novels are an excellent transition to classic literature that may seem remote or difficult. Offers advice on teaching multivoice novels. Concludes that multivoice novels show young readers…

Describes how a film and a book containing a collection of letters written by soldiers stationed in Vietnam can be successfully used in the reading and writing classroom. (KEH)

Lists the recommendations and rationales by 14 teachers for film/book combinations successfully included in the classroom. (KEH)

Describes the experience of one English teacher who bent the rules of the school when faced with the task of writing an "interim report" on a bright yet underachieving student. Shows how a teacher's willingness to improvise and invent methods and rules in individual cases is sometimes essential for student growth and well-being. (HB)

Describes how an intelligent and articulate eighth grade student, who could neither read nor write, was able to participate in Directed Individualized Reading (DIR) with the help of books on audiocassettes. (PRA)

Details a program designed to use an awareness of cultural reader response to stimulate multicultural understanding among middle-school students. Provides strategies for reading multiethnic literature with students from varied backgrounds. (HB)

Consider need for new pedagogy to address reading needs of high school students. Discusses different kinds of instruction used in a summer remedial program including instruction in: reading strategies; phonics and study skills; reciprocal teaching; grade level content; writing strategies; and rubrics. Concludes that students also need to…

Advocates concept-related vocabulary instruction, in which students link individual words with larger literature concepts. Outlines four steps to creating a concept-related vocabulary lesson. Offers examples of how concept-related vocabulary lessons can be conducted while reading, before reading, and after reading. Outlines web, weave, and…