Discusses five issues involved in selecting books for independent reading. (SR)

Discusses the merits of adolescent literature and recommends specific book lists compiled by professionals. (MKM)

Argues that collecting book reviews from local, regional, and national newspapers, categorizing them by literary genre, and regularly updating the collection can motivate developmental students in choosing books for oral or written reports. (RS)

Muses on the meaning of last month's column, chides instructional materials that include instructions on how and what to think about their contents, and lists a large number of books that the author recently enjoyed reading. (SR)

Advocates using the cloze procedure and varying the criteria of success, according to the group, in order to determine the readability of instructional materials. (MKM)

Provides an annotated bibliography of texts, periodicals, and tradebooks that focus on adolescent literature. (HOD)

The assumption that book title choices can be used for identification of pupil interests is supported. (RB)

Suggests using the cloze procedure as a means of quickly, efficiently, and accurately matching students with appropriate reading materials. (TO)

Argues that reading teachers ought to pay as much attention to what students read as to how they read. Illustrates the state of children's publishing with the heavily revised and simplified Hardy Boys series and with sloppy books about dinosaurs. (RS)

Offers brief annotations of the 32 books (all trade books published in 1991) chosen with input from teenagers for the 1993 Young Adults' Choices list. (SR)

Contains a selected, annotated bibliography of resources on adolescent literature useful to English and reading teachers. (RB)

Clarifies the goal of reading instruction in the middle school and draws on the ERIC database for sources that complete the transition from learning to read to reading to learn. Reports on the suggested emphasis on reading laboratories and the fostering of reading of expository texts. (JK)

Lists ten common flaws found in reading workbooks, kits, and other materials and provides examples of each drawn from specific commercially-prepared materials. (TO)

Describes how series books such as "Nancy Drew,""The Hardy Boys," and Horatio Alger stories can be the basis for lessons on critical reading. (MKM)

Suggest that read-alouds model expressive reading, transmit the pleasure of reading, and invite listeners to be readers. Presents examples for secondary schools and for methods courses and inservice. Discusses locating great read-alouds. (RS)