Concludes that if students learn "if-then" propositions, then their reasoning abilities will improve. (RB)

Fourth article in a series which reviews materials for use with disadvantaged students. (RB)

Describes a method for teaching reluctant students to develop the skills necessary to read a play. (RB)

Presents a dramatic skit which suggests why Johnny can't read. (RB)

Presents some activities in the use of phonic analysis and context clues for the reading disabled student at the secondary level. (RB)

Describes the Selective Reading Guide-O-Rama which is designed to help students in reading selectively and in distinguishing key ideas from supportive evidence and major points from minor points. (RB)

Gives ideas for expanding eighth graders' interest in the newspaper beyond the comics and the sports and theater sections. (RB)

Contains practical suggestions for teaching literature to students with a wide range of abilities and interests. (RB)

Explains the concept of comprehension from a psycholinguistic perspective, suggesting that comprehension is directly related to the surface and deep structures of language. (RB)

Provides steps to follow in evaluating reading instruction that incorporates the systems approach. (RB)

Describes a high school where reading is taught in every content area, including in marine biology, health, and United States History. (RB)

Tells content reading teachers some of the pitfalls to avoid and some of the new approaches to take in helping students benefit from reading. (RB)

Tells how to teach students to follow directions in six different situations, thus improving reading skills. (RB)

Describes a high school writing project which resulted in a science fiction novel. (MKM)