Cites literature for gay young adults that includes positive homosexual role models and attempts to provide answers for the confused teen. (CRH)

Outlines one junior high school's method of improving students' reading habits through a book fair, a book exchange club, and a weekly read-in. (MM)

Lists and appraises books favored by middle school readers as revealed in the most recent "children's choices" poll conducted by the International Reading Association. Proposes a similar poll for older students. (JL)

Presents an annotated list of best articles on young adult literature from 1912 to the present. Divides the articles into sections on the rationale for young adult literature, the dimensions of young adult literature, using young adult literature in the classroom, and censorship and the young adult novel. (TB)

Discusses a list of books of varying lengths and difficulty that the reading teacher can use to help reluctant readers find that all-important breakthrough book to discover what reading can do for them. (KEH)

Argues that it is time to legitimize the whole of literature for students and reject without qualms the presumption that certain books are more fit to be read than others. Argues that educators deny students gems by proffering them a list of great works, and that this "bulldozing mentality" damages an already fragile acceptance of reading. (SR)

The novel is important to teach; there is no one novel, though, that every student needs to read; flexibility and ingenuity are called for. (JH)

Presents a list of resources for teachers and librarians who wish to acquaint themselves with adolescent literature, adolescent reading interests, and approaches to teaching literature to adolescents. (TO)

Presents 21 student comments on the the one-semester individualized reading course in the Iowa, City, Iowa, public schools. (SW)

Discusses two research questions that literature teachers must continually answer--their students' reading interests and how well their students read a text. Shows how research has both complicated and clarified these questions. (RL)

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)

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)