A study was conducted, as a means to encourage literacy beyond "book reading" that stressed the importance of taking into account the range of literacy events that exist in people's lives everyday. It was found that literacy learning could take place within the everyday context of living, and that these events can reveal the kinds of mental…

A continuous reading program is presented that has developed basic skill sequences in all areas of reading and set forth behavioral statements for each skill.

Examines legislation and court cases operating from assumed criteria of reading competence according to standardized tests, and also examines present and possible future criteria for judging reading competency. (DD)

Describes a project in which children improved their own reading skills by teaching their teddybears to read. (DD)

The cloze technique is very flexible and can reinforce reading skills and encourage writing. (JH)

Describes a study that examined the ways students responded to the styles of texts and that also looked at the effects of repeated reading of the same passage and different task instructions. (JL)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Offers a five-step cure for educators who keep passing out dittos and workbooks to get children quiet and keep them busy. (MG)

A fourth grader's reading and retelling is studied to demonstrate how he learns about the complexity of the text while he reads. The importance of understanding what a reader learns through transaction with a well-written complex text is also discussed.

A list of skills needed for both reading and science programs are discussed.

Reading instruction should include training in detecting illogical and emotional appeals intended to influence and deceive the reader.

Expands the usual notion of critical reading from just the judgments readers make about the text to include judgments they make about their "reading" of the text. Describes activities to develop "executive" metacomprehension skills. (HTH)

Academic tasks are listed on the board from which students choose their work. (JH)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)