Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Summarizes the history of Newspaper in Education (NIE) Week. Notes that NIE curriculum ideas for the 1988-89 school year focus on critical thinking skills, and are available through local reading councils or newspapers. (MM)

Suggests ways for adapting Survey, Question, Read, Recite, Review (SQ3R) to help students read music in an instrumental music class. (MM)

Suggests book report questions, covering the hierarchy of thinking skills on one 5" by 8" index card. (MM)

Offers a brief overview of illiteracy in Europe. Argues that the fact that there is no common European strategy, let alone a policy to combat illiteracy, is the biggest problem with literacy in Europe. (SR)

Discusses five issues involved in selecting books for independent reading. (SR)

Muses over and responds to several "letters" regarding top 10 lists for reading teachers, political correctness, best sellers, and Howard Gardner on drill and discipline. (SR)

Defines "content literacy" as the ability to use reading and writing for the acquisition of new content in a given discipline. Identifies three principal cognitive components: general literacy skills; content-specific literacy skills; and prior knowledge of content. Discusses the implications of content literacy for content area reading…

Describes a method for the teaching of basic reading skills through poetry. (RB)

Describes an individualized reading program which is designed to broaden reading interests, develop critical reading skills, and allow more flexibility in the prescribed reading program. (RB)

Describes the successful use of the language experience approach as a tool in a school for boys with disciplinary problems. (RB)

Argues that awareness of the different ego states which students go through and the games they play can help teachers with otherwise unreachable students. (RB)

Argues against underlining important points in a textbook as an inefficient study technique and describes three methods of notetaking which are more effective: outlining, SQ4R, and summary. (RB)

Suggests specific techniques for helping students learn to identify and verbalize main ideas in what they read. (RB)