Describes class activities designed to teach inference skill using combined lists. (RS)

Describes using information from students' well-developed background in media and movies to teach literary elements and carry on a reasonable literary discussion in class. (SR)

Remarks on recent articles and books regarding literacy and reading in America. (SR)

Describes "Talking Drawings," a strategy translating mental images into simple drawings, which helps students at all levels bridge the gap to better comprehension and learning.(SR)

Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Advocates using audiobooks in the secondary classroom, arguing that they can facilitate understanding of dialect and complex language, emphasize humor and drama, and provide the benefits of storytelling. Discusses values of audiobooks in classrooms, variety in audio presentations, uses of shortened versions, and use with special students. (SR)

Presents a letter written to a parent (concerned about her poor reading comprehension), which outlines some strategies to do before reading, during reading, and after reading to improve comprehension. Notes that the letter has been useful with parents and with reluctant teenage readers. (SR)

Discusses the enjoyment of sentences and offers numerous examples. Wonders how many books in the reading profession are written to appeal to people who do not really read in the first place, from preschoolers to teachers to post-doc researchers. (SR)

Describes how the 16 permanent lists used by a first grade reading teacher (and mother of 6) to manage the household represents the whole range of documents covered in the 3 major types of documents: matrix documents, graphic documents, and locative documents. Suggests class activities to clarify students' understanding of the information in…

Discusses the how, why, and when of revision. Argues that students should revise only to reach an audience with whom they want to communicate. (SR)

Suggests ways to use ethnic, historical, and sociopolitical slogans printed on tee shirts for literacy instruction. (SR)

Discusses teaching visual literacy by teaching students how to decode advertising images, thus enabling them to move away from being passive receivers of messages to active unravelers. Shows how teachers can use concepts from semiotics to deconstruct advertising messages. (SR)

Recommends establishing a policy for book selection based on instruction goals as a means of dealing with censorship. (RB)

Outlines a course on language patterns, dialects, and reading for teachers of culturally different students. (RB)