Explains steps in teaching students from grade 8 to read a selection orally with interpretive skill. (MKM)

Presents the results of a minicourse to improve reading skills. (RB)

Reports that providing inservice training to eighth-grade teachers in Zaire resulted in the improvement of their students' ability to use a text to locate main ideas and supporting details. (AEA)

Discusses aspects of computers and computer software that motivate at-risk inner-city students. Concludes that the computer definitely serves as an important medium of instruction for these students and that software determines its success or failure. Calls for more simulations requiring collaborative problem solving and continued use of…

Relates how an eighth grade teacher read an unfamiliar book for the first time along with her students, thus seeing the story through their eyes and modeling for them the kinds of strategies a good reader naturally employs. Notes that students responded positively, doing most of the talking and much of the discussion and class preparation. (SR)

Using evidence drawn from classroom observations of grades eight and 11, the article addresses the question: If content area teachers are not implementing the methods that reading educators suggest, what are the characteristics of existing instruction? (HOD)

Documents the changes that occurred in one junior high school reading class as students prepared for a state-mandated test. Shows that discrepancies between the authentic instruction the students were used to and the rigid demands of the reading test were a shock to all involved. Maintains that authentic reading instruction deserves authentic…

Finds that sixth- and eighth-grade students were equally able to participate in discussions of books, answering many questions at interpretive and evaluative levels of thinking. (HOD)

Reports on a survey of 72 "recognized" middle schools and 83 randomly chosen schools, which indicates that most schools require reading instruction, especially in grade six. Finds that many offer remedial programs, but that practice has not responded to theoreticians' advocacy for reading in content areas. (RS)

Reveals the phases through which an apathetic eighth-grade class of poor readers went on their way to becoming active learners. The phases included: (1) discussing attitudes and goals; (2) positive environment; (3) sharing literature through oral reading; (4) reading for an audience; and (5) active learning. (SKC)