Argues that collecting book reviews from local, regional, and national newspapers, categorizing them by literary genre, and regularly updating the collection can motivate developmental students in choosing books for oral or written reports. (RS)

Muses on the meaning of last month's column, chides instructional materials that include instructions on how and what to think about their contents, and lists a large number of books that the author recently enjoyed reading. (SR)

Discusses several articles on the issue of introducing gay and lesbian literature into the curriculum. (SR)

Provides a model for the evaluation of children's books in which old people are characters that can also serve as a lesson aid for students. Lists 33 books for children that involve the elderly. (SRT)

Analyzes four assumptions about reading and literature put forward by English-as-a-Second/Foreign-Language (ESL/FL) communicative approach theorists. Briefly contrasts the assumptions with the assumptions of the audiolingual approach. Shows how communicative theories can be applied in the ESL/FL literature classrooms. (RS)

Deals with the interrelated topics of the development of reading competency by ESL students, the use of literature in the ESL classroom, and the varieties of literature available in English but drawn from other cultures. Explores a small selection of stories representing non-native English literature. (RS)

Offers eight teaching suggestions from teachers, regarding an effective strategy for teaching inferential comprehension, how to chose a good book, book celebrations, annotation writing for developmental readers, an assignment to promote reading for pleasure, a discussion group program for adult new readers, memo writing as an information network,…