After taking a standardized reading achievement test, student reading attitudes were most positive when students had previously been counseled on the purpose and nature of the testing and when their scores were interpreted to them. (JT)

Research suggests that there are three subgroups among poor readers, each with different patterns of skills, and that diagnosticians should look for an imbalance of skills, rather than any set assortment of strengths and weaknesses. (MKM)

Discusses the controversy that was highlighted in the 1979 court case in Ann Arbor Michigan over the role of Black English in students' achievement ; and notes the effects of poverty and motivation on achievement. (MKM)

Consists of practical classroom techniques. Topics covered are: (1) reading/studies skills techniques for college freshmen, (2) teaching main ideas, (3) a team approach to content area reading, (4) readers theatre, (5) survival skills, (6) passage dependence tests, (7) leisure reading, and (8) using music in informal diagnosis and motivation. (MKM)

Suggests ways that popular literature in science can help to motivate students in a way that textbooks cannot. (MKM)

Reports on trends in the reading of popular scientific literature among students in Poland. (MKM)

Reviews descriptions of secondary school remedial reading programs found in the ERIC database. Programs designed to increase student involvement in the learning process include an elective system, a combined art and reading program, and a television reading program. (MKM)

Suggests using the administrative power structure of the school to influence teachers to teach reading in all subjects. (MKM)

Explains why applying a readability formula to a content text is not enough to determine whether a student can read and understand the book. (MKM)

Describes the teacher's center created in the Memphis (Tenn.) schools to provide inservice education on reading instruction. (HOD)

Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

Argues that social studies teachers must share a role in promoting long-term literacy. Suggests that teachers include literature as part of the instructional program; use a wide variety of materials during class time; read aloud to students regularly; and avoid conditions that dissuade students from reading. (RS)

Argues that teachers can determine the instructional frameworks which can empower students to understand more about their own learning. Describes activities (learning logs, directed reading-thinking activities) that develop higher level thinking skills using writing, reading, and reasoning. Concludes that such activities facilitate students'…

Discusses three ways to improve the remedial classroom environment: (1) provide a stress-free environment; (2) have students work towards fluency in a variety of materials; and (3) show students the advantages of cooperative learning and how to do it. (RS)

Reviews 12 nonfiction books submitted for the Carter G. Woodson Book Award that deal with the experiences of African Americans. Argues that many benefits can be reaped from the use of culturally pluralistic tradebooks in the language arts classroom. (RS)