Suggests that a series of short interest inventories spread over a period of time is helpful both to teacher and to students. (DD)

Lists 1975-1976 books which are of interest to the older adolescent and reflect several noticeable reading trends. (DD)

Considers some of the satisfactions readers find in literature and suggests that teachers initially just share their students' involvement with literature and later begin to teach about literature. (TO)

Reports the results of research into reading interests of 16- to 19-year-old students. Reveals that adventure books rank highest with this group. (JL)

Explains the use of the personal anthology to stimulate wide reading and hold students accountable for what they read. Identifies strategies for and results of using the personal anthology in English instruction. (MS)

An annotated list of 33 books chosen by sixteen- to nineteen-year-olds from a list of 300 newly published books. (DD)

Five librarians discuss ways of increasing the lines of communication between English teachers and librarians to promote reading as a lifelong learning habit. (RL)

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

Examines the reading habits of middle school and high school students, presenting two case studies conducted by two new teachers. Shows that students read more than they are generally believed to read but their reading interests are not often tapped in school. (TB)

Suggests that educators need to accept that the young adult audience is unique and find a way to deal with it in order to create a literature from which teenagers can expect to gain a satisfying "sense of comradeship among equals." (SG)

Presents the results of the 1988 Books for Young Adults Poll. Includes the 31 most popular reading choices of Iowa and Illinois high school students. Provides brief summaries and publication information on books in the following categories: contemporary realism; historical fiction; science fiction; nonfiction; and adventure, mystery, suspense. (MM)

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

Reviews the censorship debate in light of three underlying assumptions: (1) reading influences the opinions and beliefs of the reader; (2) the effect of a book, article, or passage is universal, implying there is one correct meaning for a particular work; and (3) the effects of reading are context independent. (SRT)

Lists adolescent novels that dramatize the trauma of war for the young. (EL)

Suggests three teaching techniques for stimulating reading, journal writing, and student involvement in teaching. (MM)