Advocates the use of literature response journals. Describes their use with an eighth-grade class and discusses teaching students how to respond well and how to include parents. (SR)

Reports on a study that examined differences in the comprehension scores achieved by seventh and eighth grade students on Form 1 and Form 3 of the Gates-MacGinitie, Level E. (HOD)

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)

Explains how teaching study skills using real content area materials was accomplished in an eighth-grade remedial reading class. Investigates student performance in social studies and science classes. Finds that students improved both the self-report of study habits and their grades in social studies and science classes. (RS)

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)

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)

Discusses (1) activities that encourage students to use formal vocabulary; (2) the use of computers to motivate remedial readers to write; and (3) a pilot study in which sustained silent reading and writing was used to improve the literacy of seventh and eighth grade remedial students.