Discusses the differing opinions about the value and quality of adolescent literature. Draws from sources indexed in the ERIC system. (MKM)

Notes several documents in the ERIC data base which describe successful content area reading programs and methods. (MKM)

Discusses the weaknesses of the reading guide and describes another method to use in teaching students to understand and appreciate poetry. (JM)

Suggests that poor readers gain self esteem and reading skills by learning to read to children. Discusses ways in which to get young adults interested, to train them, and to arrange for real practice in local grade schools. (JM)

The first in a series of annual annotated bibliographies of 30 newly published trade books chosen by students in middle, junior, and senior high schools throughout the United States. (SKC)

Describes techniques to integrate the reading of newspapers into mathematics instruction. (RS)

Explores problems surrounding direct instruction in vocabulary and describes sources in the ERIC system for other approaches to vocabulary development. (HTH)

Tax instructions suffer from vocabulary and concept loads, but make a useful teaching tool. (Author)

The Fry Graph for Estimating Readability can be used to provide students with feedback concerning the complexity of their writing. (KS)

Reviews the literature in the Educational Resources Information Center (ERIC) about reading instruction for Spanish-speaking students. (KS)

Describes ways to use reading, reaction, and vocabulary extension guides to help maintain students' interest in poetry. (KS)

Presents administrative guidelines to achieve successful reading programs, citing the role of administrators as crucial. (RB)

Describes library activities for remedial readers and how teachers and librarians working together can ensure a positive experience. (RB)

Presents a useful instrument which determines what administrators and teachers expect of reading specialists. (RB)

Suggests that educators must move beyond debates about the meaning of reading to more specific discussions of word recognition, sentence processing, text comprehension, critical evaluation, and communication functions. (FL)