Suggests that helping remedial readers identify and improve on effective reading behaviors is just as important as identifying their deficient skill areas. (JM)

Discusses why proper nouns should be counted and how to count syllables and words, recent work on the validity of readability formulas, and the readability graph extrapolated to college level. (JM)

Explores the legal responsibilities of the reading clinic to its clients and presents 17 recommendations which clinics should follow in order to avoid future legal involvement. (JM)

Provides a list of 480 heteronyms, suggesting study in this area to stimulate students' interest in building vocabulary as well as in language study generally. (NH)

Presents a technique using self-image psychology that enables remedial students to improve their reading and vocabulary skills as they improve their attitudes about their own abilities. (ARH)

Contributors present (1) a tactical approach to paragraph patterns and comprehension that can be used on all grade levels, (2) three objectives of an instructional framework, and (3) a plan consisting of two sequential hour-long lessons that are elaborated. (JK)

Presents 12 points to consider before buying computer software and includes an annotated list of software for use at the secondary school level. (HOD)

Offers guidelines developed by the Computer Technology and Reading Committee of the International Reading Association that encourage the effective use of technology in reading classrooms. (HOD)

Examines obvious and covert efforts of censorship on young adult novels and the publishers' reluctance to provide more realism. Concludes by urging teachers to counteract those forces through diligent consumer education. (HOD)

Reviews some of the existing data on the effects of homework on learning. (HOD)

Reports an overall positive response to the tests reviewed, with caveats regarding test reliability and validity. (AEA)

Compares the readability of state drivers' manuals, noting that several educational agencies have issued instructional guides to be used with the manuals and mentions how a spelling test can be an indicator of student attitudes. (HOD)

Contributors describe two classroom activities for secondary school reading students: a study-reading technique and a vocabulary game. (AEA)

Suggests that using the scientific method's five steps--recognize the problem, collect facts, form hypotheses, test hypotheses, form a conclusion--can help teachers of any subject help their students read with deeper understanding. (FL)

Concludes that encouraging students to read and helping them develop alternative reading behaviors can spark interest and lead to reading independence. (FL)