Assesses the success of UNESCO's International Book Year (1972) and the impact of international cooperation on the encouragement of reading both then and now. (DD)

Presents a letter written to a parent (concerned about her poor reading comprehension), which outlines some strategies to do before reading, during reading, and after reading to improve comprehension. Notes that the letter has been useful with parents and with reluctant teenage readers. (SR)

Presents teaching ideas using the classified advertising sections of newspapers, noting that the ability to decipher classifieds ads is an important life skill. (SKC)

Discusses the revised Extended Anticipation Guide, which is designed to reveal students' misconceptions about topic and to help students to understand exposition. (PRA)

Presents a six-step reading/study skills strategy which helps students learn how to approach a new text. (SR)

Discusses comments about and responses to an article on semiotics by Donald J. Cunningham in the June 1992 issue of the "Educational Psychology Review." Discusses the semiotic method of juxtaposition, juxtaposing a menace being posed to reading teachers with the menace experienced in W. W. Jacobs' classic ghost story "The Monkey's Paw." (SR)

Questions the validity of the Nelson-Denny Reading Test to measure growth in a rapid reading course for adults. (AEA)

Presents an inventory intended to make junior high through college students think about what they do while reading and help them become aware of metacognitive strategies. Suggests that the inventory may provide teachers with at least some basic ideas of what their students know with respect to achieving higher levels of comprehension. (RS)

Discusses the use of a "reflection guide" designed to help students increase their comprehension and recall of a textbook chapter. Notes that the guide is especially useful if students are asked to read a chapter to obtain background for a class discussion. Includes a sample completed reflection guide. (RS)

Presents a technique using self-image psychology that enables remedial students to improve their reading and vocabulary skills as they improve their attitudes about their own abilities. (ARH)

Suggests that using the scientific method's five steps--recognize the problem, collect facts, form hypotheses, test hypotheses, form a conclusion--can help teachers of any subject help their students read with deeper understanding. (FL)

Annotates 15 nonfiction books of interest to adults with fourth to tenth grade reading levels. Titles are arranged in five categories: biographies, self-development books, psychology, science, and education. (FL)

Concludes that encouraging students to read and helping them develop alternative reading behaviors can spark interest and lead to reading independence. (FL)

Reviews Elizabeth Eisenstein's "The Printing Press as an Agent of Change," which documents how print influenced the Renaissance and the Reformation and set the stage for the Age of Science. (AEA)

Examines the skills readers bring to the reading act, the print requirements of social studies textbooks, why breakdowns in learning sometimes occur during reader interactions with text, and possible solutions. (SR)