Describes five categories of reading material appropriate for students in grades seven through nine: books about daily life, stories in other media, books in a series, books within a genre, and guessing books. (HOD)

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Explains significant but accounted for factors that affected the validity of the Degrees of Reading Power Test. (HOD)

Examines the practical side of readablility in the United Kingdom as well as some theoretical considerations focused on research on text difficulty, microcomputer prediction of difficulty, validity of cloze procedure, and the effect when students rewrite textbook prose. (HOD)

Argues that using the adult learner's needs and interests to choose individual reading material makes better sense than using inappropriate workbooks and other commercial literacy materials, and offers six criteria for evaluating materials. (HOD)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

Presents a number of resources discussing the structure and operation of successful remedial reading programs. (TO)

Reviews several incidents involving censorship and suggests that if current trends continue, such incidents will become more numerous. (AEA)

Describes how to create real world or functional learning materials to reinforce reading skills in all content areas. (AEA)

To deal with censorship, teachers should prepare a rationale for the books they use, develop support in the community for freedom to read, be prepared to explain how materials are selected, and have a policy ready for handling censorship efforts. (AEA)

Tells how one teacher planned and organized a book fair for seventh-grade students, using visiting authors as an added attraction. Provides a suggested time line for planning and producing a book fair/author day. (JT)

Presents ERIC documents that examine what goes into the textbook selection process, the outside influences on book selection, and some criteria that are used in the selection of books. (MKM)

Analyzes over 2200 written responses from ballots for the "Young Adults' Choices List" which indicated that the students "really liked the book." Finds that most students were able to articulate their preferences, that they liked "problem novels" and books with teen protagonists, and that subjects of interest were…

Suggests that teachers can use adapted or abridged classic novels with Adult Basic Education (ABE) students and enrich them by reading aloud short passages from the full length novels. Offers guidelines for selecting novels and excerpts. (PRA)

Discusses how two questionnaires helped a middle school teacher find out what strategies her students used to choose books and whether they were making successful choices. Presents teaching suggestions based on the results of the questionnaires. (SR)