Describes activities using the newspaper in the science area to help older disabled students learn decision-making skills such as identifying cause and effect, separating fact from opinion, and predicting outcomes. (NH)

Explores sources on sex differences in reading achievement and presumed causes. Reports that explanations fall into two categories that are not necessarily mutually exclusive: physiological-maturational and cultural-societal. (NH)

Describes (1) an activity in which students act out a courtroom drama involving their favorite literary characters; and (2) an activity in which older remedial readers improvise short plays of dramatic conflict based on stories they have read, tape record them, and then edit the transcripts. (ARH)

Presents a satirical view of the current literature on reading. Suggests that reading therapy inundates the student with theoretical constructs. (ARH)

Contributors (1) offer suggestions about using the newspaper for vocabulary development and involving students in problem solving activities, (2) describe a course designed for parents who want to help their children with reading, and (3) discuss the names of diacritical marks. (FL)

Considers the use of graphic aids with regard to readers' ability to integrate graphic with written information. Points out students' need for instructional activities that develop skills such as inference through information coordination of the graphic aid, text, and prior knowledge. Presents the three stages of the GIL. (JK)

Outlines a genre study program, useful for undergraduate or graduate classes in children's literature as well as adaptation for use with learners in grades 6 through 9. Enumerates questions and reading assignments pertaining to changing gender roles. Contains an annotated (by level and genre) bibliography. (JK)

Outlines criteria for selecting books for a unit on moral thinking and presents a generic study of questions and activities to accompany a wide variety of appropriate books. (HOD)

Reports on a study that examined differences in the comprehension scores achieved by seventh and eighth grade students on Form 1 and Form 3 of the Gates-MacGinitie, Level E. (HOD)

Discusses how computers can "converse" with students for teaching purposes, demonstrates how these interactions are becoming more complex, and explains how the computer's role is becoming more "human" in giving intelligent responses to students. (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)

Reviews the Test of Practical Knowledge, a multiple choice test of "functional competency," noting that the test's task requirements are confounded by such factors as intelligence, achievement, social knowledge, and reading ability. (HOD)

Presents a variety of parent programs, projects, and activities that have been successful in involving parents in their adolescents' reading and reading achievement. (HOD)

Recounts the story of Tom, a nonreader, and how a computer helped him to communicate and eventually learn to read. (DF)