Describes a class activity based on the game of "Gossip" in which a group of students paraphrases a major concept in an instructional unit, then passes only the paraphrase to the next group. Notes that this activity encourages critical thinking and helps review and summarize key lesson concepts. (RS)

Presents the origins of action books, selection guidelines for use in the classroom, advantages and limitations, and an annotated list of science and social studies action books. (MM)

Aims to heighten teacher awareness of the semantic, syntactic, and phoneme-grapheme transfer problems that Chinese students face. Provides teaching suggestions involving phonology, vocabulary, syntax, and morphology. Urges reading teachers to use the visual modality to help make the transfer to the English script system more successful. (RS)

Surveys elementary, middle, and high school teachers to discover their professional reading habits, what influenced them to read or not read, and whether they felt encouraged or supported in reading for professional growth. (SR)

Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Describes how two metacognitive/study strategies (SQ3R and What I Know Sheets) are combined to produce one effective, efficient strategy to enhance reading comprehension. (SR)

Describes using a loose framework of response journal writing and small and large group sharing with two classes of ninth-grade English students. Describes students' deep involvement as they constructed important meanings from a story that went beyond their own experiences. (SR)

Outlines can be used before and after reading textual material to improve recall and comprehension. (MKM)

Describes community involvement projects around the world which supply children with reading materials and special instruction. (MKM)

Reviews reports of the use of taped books and reading materials with students as a method of reading instruction. Also suggests related techniques such as choral reading, sustained silent reading, and the neurological impress method. (MKM)

Provides results of a survey of how 90 elementary and secondary teachers used their content area and English textbooks. Reports that both elementary and secondary teachers use textbooks primarily to supplement instruction, but that secondary content area teachers could benefit from inservice education to assist in flexible use of textbooks. (SKC)

Describes the use of close-captioned television to motivate high school remedial readers, who must read the captions in order to understand the story. (ARH)

Outlines a step-by-step procedure for teaching late elementary or junior high school students how to write a term paper. (HOD)

Describes a procedure termed free associational assessment that uses free recall and associational thinking. A sample lesson is provided. (HOD)

Addresses both reading researchers and reading teachers, urging them to cooperate in relating research to classroom practice. (HOD)