Describes public library materials appropriate for adult literacy students and suggests methods of incorporating them into instruction. (AEA)

Offers examples of lessons in conflict in reading material that can lead students to read critically, to seek further reading, and to enhance their comprehension.(HOD)

Argues that incorporating literature into daily reading instruction opens up avenues that junior high remedial students may never think exist for them. Presents eight techniques to help teachers get started using literature in the remedial classroom. (RS)

Describes the effect of including literary works of interest to adults on a developmental reading course offered to incarcerated adults. Notes that proper phrasing and intonation were identified and emphasized as aids to comprehension. Discusses skills emphasized in the course. Reports that classroom discussions were lively and interesting. (RS)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)

Describes the lack of substantial knowledge base about the nature of adult reading schemata and adult skill acquisition processes, posits reasons for the lack, and points out areas in adult reading that need to be addressed by researchers, such as materials, programs, and instructional methods. (SKC)

Presents the fifth in a series of six modules designed to give beginning teachers an opportunity to become familiar with the styles of authors and illustrators representative of the various genres of children's literature. (NKA)

Describes a multidisciplinary reading-science health unit on substance abuse designed for seventh graders. Finds a high level of interest and involvement as students become more informed about substance abuse and better prepared to make critical decisions. (NH)

Offers eight teaching suggestions from teachers, regarding an effective strategy for teaching inferential comprehension, how to chose a good book, book celebrations, annotation writing for developmental readers, an assignment to promote reading for pleasure, a discussion group program for adult new readers, memo writing as an information network,…

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)

Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…

Describes the Dublin model, a program which uses thematic units or individualized reading assignments to focus on popular adolescent literature and includes projects that demonstrate students' comprehension of text. Discusses the formulation, implementation, and assessment of this program. (RS)