Intended for the high school and college reader, this collection of essays from poets, teacher-poets, and classroom teachers presents the available resources for making poetry in the classroom a varied, pleasurable, and intellectual experience. The collection is divided into three sections. In the first section, some perspectives on what poetry is…

Ten college students deemed to have above average writing ability and ten basic skills students participated in a study that examined the role of reading in the writing process. The students wrote one personal essay in a timed and videotaped session. During half of this session, the students wrote and planned as they normally would in an impromptu…

Describes the results of a questionnaire survey of the faculty of American University to determine their perceptions of student literacy and to discovery what kind of writing, and how much of it, is being assigned. (DD)

A search of recent literature appears to suggest that students required to take remedial-type work in college, such as reading and study skills, may be more highly motivated and perform better academically if they are working for a traditional letter grade rather than for a pass-fail type of mark. (Author)

Introductory physics students were taught the skill of acquiring the abilities to apply quantitative relations in problem solving, from a text description of those relations. This enhanced the students' capacities for acquiring this ability from a subsequently presented text description of new relations. (BW)

Data from this study indicate that, with time held constant, underlining is of limited value and may only manipulate which parts of a passage may be learned at the expense of other parts. (HOD)

Offers suggestions for (1) teaching college study skills, (2) using magazine and newspaper reports, and (3) outlining topics. (HOD)

Discusses the drawbacks of using the ACTFL-ETS Provisional Proficiency Guidelines in a university foreign language department. Recommends that reading skill should be measured by depth of understanding and perhaps speed rather than by the kind and number of specific elements of language the reader has failed to "understand." (SED)

Proposes that the difficulty of many developmental/remedial college students is not a specific reading or writing problem but insufficient precollege experience with written discourse. Discusses the impact of reading instruction on writing and of writing instruction on reading. (Author/FL)

Describes a study technique that encourages college students to develop their own strategies for improving their study skills. (MKM)

Reviews 25 college reading skills textbooks for their context skills presentations. Provides six suggestions for revising the instruction of contextual skills to college students. (RS)

Presents a rationale for instruction in critical reading (i.e., using a questioning attitude, logical analysis, and inference to judge the worth of what is read). Discuss factors involved in critical reading, including previous thinking, attitudes/prejudices, topical knowledge, and knowledge of critical reading skills. (DMM)

Results of a study of Egyptian (N=44) English-as-a-Second-Language students trying to qualify for professional training programs in the United States found evidence of the importance of background knowledge in reading comprehension. Results suggest the importance of content schemata in developing reading skills. (Author/VWL)

Investigates what reading skills college students use as they study. Finds differences in students' responses at the beginning and end of a semester in which they were enrolled in a college reading study skills class, including using questioning as a method, and using different study methods for different topics and different types of tests. (SR)

Defines a type of literacy task, the search task (locating specific information). Explains why it is of concern, describes research on high school and college students' searching, and offers suggestions for search instruction. (SR)