Discusses the apprenticeship approach to teaching reading. Finds two useful insights to be drawn from traditional apprenticeship: (1) the movement from observation, through coaching, to practice can act as a model for reading instruction; and (2) the importance of the social context in which learning takes place. (MG)

Discusses appropriate reading material selection in light of content area reading instruction. Presents some ideas for determining the difficulty level of textbooks and other materials. Concludes that teaching reading in the content areas is one way to focus on the process of reading as an instrument to develop cognitive skills and thought…

Surveys some recent fiction which reflects both the diverse interests and varying reading abilities of 11-18 year olds. Presents brief reviews of 26 novels touching on themes such as family, first love, social issues, adventure, fantasy, and thrillers. (RS)

Explores some of the issues arising from censorship and advances the argument that censorship militates against true literacy. (RS)

Defines "junior reading books," shows that evaluation of such books is desirable, discusses four possible approaches that could be used in evaluating the books, and provides a detailed analysis of part of the "Wide Range Readers," books widely used in British schools. (FL)

Describes a reading scheme involving classroom use of books the children chose themselves. (HOD)

Urges primary school teachers to avoid assuming that simply providing a reading environment will enable all children to understand the reading process, and to be aware of young children with reading or language difficulties early in their school years. Argues that no one method of reading instruction will work for all children. (RS)

Reminds readers that looking at individual authors rather than dealing in generalizations is a very meaningful approach to increasing an understanding of how reading works by making sense of the text. Discusses how Agatha Christie's writing follows very predictable patterns and may provide useful experiences for novice readers. (MG)

Attempts to justify the place of real books in the beginning reading curriculum, and to suggest teaching strategies for the development of a multi-cue approach to reading. (RS)

Provides a list of picture books suggested for middle school libraries and presents methods of introducing these books in order to assure acceptance by less fluent and reluctant readers. (NH)

Discusses the decline of children's library services, the library needs of children, the special character of children's librarianship, and book selection. (SRT)

Shares an account of efforts by a teacher to try and involve 7- to 11-year-old children in a book investigation which would provide them with investigative strategies applicable to subsequent works. (MG)

Argues that real books attract, intrigue, and illuminate their young readers, making them laugh, touching their feelings, and clarifying situations. Argues that real books provide many lessons about reading, about print, about text, and about life. (RS)