Suggests that giving disabled readers assignments that involve a purpose and make reading secondary improves motivation and ability. (AEA)

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

Describes a version of language experience with adolescents that has students write about personal problems and dilemmas they have faced. (AEA)

Contributors offer teaching ideas, including: using Sherlock Holmes mysteries to teach character and plot development, using materials supplied by the athletic coaches in the reading laboratory, and using individualized reading in the content areas. (AEA)

Suggested methods for teaching reading include using real estate brochures, art activities, content materials, and activities for motivating reluctant readers. (AEA)

Shows how encouraging students to discuss controversial issues in relation to their reading can help improve their comprehension. (MKM)

Comments on the conclusions and recommendations emanating from a conference on the role of testing in teaching and learning. (JT)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (JT)

Presents a three-stage process for teaching the logical relationships that exist in paragraphs to aid high school students in differentiating main ideas from subordinate statements. (MKM)

Suggests ways to help teachers implement inservice ideas in content area reading. Includes a planning chart and a series of questions content teachers can ask themselves about upcoming assignments or lessons. (MKM)

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)

Provides suggestions for science teachers, reading teachers, and librarians on how to share their knowledge and come up with interesting books for science students to read. Includes an inventory to determine students' science interests, with an appropriate book suggested for each item. (MKM)

Practical suggestions from teachers include activities for defining new English words, using free association and writing, stocking the sustained silent reading library, and using the compare/contrast strategy for word recognition. (MKM)

A letter from Thomas Sticht, written while conducting research for the United States Army Research Institute for the Behavioral and Social Sciences, compares the learning situations of classrooms in schools and in battalions. (MKM)

Shares experiences from three teachers in the following articles: "Integrating Content Area Skills with Fiction Favorites" (Hilda E. Ollmann); "Turning Teenagers into Reader Response Researchers" (Sharon Kane); and "Increasing Student Awareness of the Importance of Reading" (Rose Katz Ortiz). (MG)