Discusses five issues involved in selecting books for independent reading. (SR)

Maintains that, despite their guilt about books they "ought to" be reading, teachers can trust themselves to guide their own reading in worthwhile ways. Offers a personal example of how reading books leads to more books. (SR)

Maintains that teachers must encourage the lifetime reading habit at school in independent reading. Discusses several ways to do so, including cluttering up the classroom with reading materials, providing time for reading, and encouraging the reading habit throughout the year. (SR)

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Describes a whole school supplemental reading program for secondary schools based upon the development and use of a schoolwide reading list that includes titles of books, the types of teachers (chemistry, history, physical education, etc.) who sponsor the books, and the "linked courses" that bestow academic credit for each title. (SR)

Provides a basis for understanding reading comprehension through the interactive components of metacognition (person, goal, task, and strategies). Suggests specific classroom techniques to encourage students to become self directed readers. (RS)

Describes an outside reading and oral book reporting method that counts for as much as 40 percent of the entire course grade which, by being mandatory, motivates the students to read. (HOD)

Discusses ways a middle school reading specialist worked with fellow faculty members to promote reading strategies for independent reading in all content areas. (SR)

Discusses the use of performance contracts to teach reading to secondary school students in classes classified as "corrective,""developmental," and "enrichment." (HOD)

Suggests ways principals can work cooperatively with teachers to support independent reading as an important and integral part of the language arts program. (SR)

Schoolwide independent reading can have a positive effect on students' reading habits, and principals can be major supporters of successful reading programs. Principals can: (1) provide worthwhile staff development; (2) suggest using independent reading to promote creative reading; (3) be ambitious about promoting independent reading; yet (4) be…

Describes sentence collecting, an activity in which students do outside reading that may include content area textbooks, and bring to class interesting sentences found in their reading. Maintains that sentence collecting helps to model reading as a dynamic cognitive and social process in which readers participate actively. (SR)

Discusses details for establishing and evaluating student directed reading groups. (HOD)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Readers share information on the use of the uninterrupted silent sustained reading method to change the reading attitudes of adult Native American students and on the use of taped books with high school remedial reading students. (MKM)