Contains observations on teacher training and program approach in reading at the Agnes Russell School at Columbia University and the Exemplary Center in Salt Lake City. (TO)

Reports that providing inservice training to eighth-grade teachers in Zaire resulted in the improvement of their students' ability to use a text to locate main ideas and supporting details. (AEA)

Describes an inservice workshop that shows teachers the difference between canned and creative classroom use of computers. Presents an exercise using freewriting, brainstorming, sequencing, and peer evaluation. (RAE)

Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Provides results of a survey of how 90 elementary and secondary teachers used their content area and English textbooks. Reports that both elementary and secondary teachers use textbooks primarily to supplement instruction, but that secondary content area teachers could benefit from inservice education to assist in flexible use of textbooks. (SKC)

Discusses an inservice program in which secondary school teachers were taught various content area reading objectives and how to implement them. Reports on a study that evaluated the effectiveness of the program. (FL)

Describes a week's inservice training for staff and parents at a reservation high school modeled after the Foxfire idea. (HOD)

Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)

Describes a New York City program in which reading and social studies teachers work together to improve students' language abilities while they learn the required course content. Credits an inservice program with paving the way for the cooperative effort. (FL)

Discusses content area concerns for secondary teachers. Presents two ideas to help teachers build the bridge from research findings to content classrooms: (1) an inservice plan that specifically teaches content teachers strategies which they, in turn, can use with students; and (2) the use of action research in the classroom. (JD)

Contributors suggest (1) ways for letting administrators know that teachers can be accountable for attending and participating in professional activities; (2) a schematic poster exercise for illustrating a newspaper index; and (3) titles of books helpful to teachers with limited English-speaking students. (HTH)

Readers' contributions include ways to make inservice meetings interesting, a checklist for designing and evaluating learning centers, ways to help low ability readers use public libraries by taping materials, how to encourage college students to attend state council conferences, and comments on misleading findings from the Nelson-Denny Reading…

Describes a strategy to motivate adult basic education students to comprehend text in a manner that draws on their background knowledge and is based on peer interaction. (RS)