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)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (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)

Outlines instructional activities for developing three subsets of metacognitive awareness--task awareness, strategy awareness, and performance awareness. Argues that students will be effective and efficient learners only by knowing what to study, how best to study it, and whether it has been learned. (RS)

Describes an activity/assignment involving composition and cooperative learning which is designed to help students learn to attend to context clues. (SR)

A discussion of the development, final content, and uses of fifteen commercial reading programs is presented. (MKM)

Describes a technique called "vowel-sound-stick" which uses students' limited abilities in phonics, with an emphasis placed on syllabication in order to give the remedial reader a simple method of word attack. (RS)

Relates how the increased use of the word processors is changing life in Japan and predicts both positive and negative effects on language education. Illustrates some features of the Japanese language. (NH)

Reports on a teacher survey designed to (1) determine the extent to which reading instruction is being offered beyond the reading classroom and (2) explain why some programs fail and some succeed. Suggests four steps to follow to develop a successful program. (NH)

Suggests ways of using the newspaper to improve students' reading and writing abilities and increase their knowledge of the world. (ARH)

Examines some recent ERIC materials on comprehension processes and on how teachers can improve students' awareness of comprehension or metacomprehension. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Urges that a complete science education curriculum should teach the communication skills of reading, listening, writing, and speaking, as well as the practice of literacy in scientific areas. (AEA)