Describes six myths about reading which often result in poor reading habits and inability to complete assigned readings. (RB)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

Contains a discussion on how television networks are working to motivate their audiences to read; a plea for equal emphasis on all reading skills in reading programs; a report on the readability of three reading journals; and a formula for assessing "anticipatory reading" ability. (JT)

Shares experiences from three teachers in the following articles: "Integrating Content Area Skills with Fiction Favorites" (Hilda E. Ollmann); "Turning Teenagers into Reader Response Researchers" (Sharon Kane); and "Increasing Student Awareness of the Importance of Reading" (Rose Katz Ortiz). (MG)

Describes the plight of junior high students in Japan who are apparently too concerned with doing well in the content areas to engage in leisure reading. (MKM)

Reviews some of the current definitions of literacy and suggests that an expansion of the definitions is needed, based on information gained from interviews with adult remedial readers as they describe their reading needs. (SKC)