Examines the differing frames of reference and world views of classroom teachers and school librarians. Considers various values and criteria used when making book selections and the roles of both teacher and librarian in such decisions. Discusses whether student reading is mediated or unmediated. (HB)

Discusses how reading and writing are defined and valued in the study of English. Argues for teaching reading and writing as something other than a set of functional skills and for thinking about culture as more than a set of revered texts. (PRA)

Develops strategies for encouraging students to read a variety of genres and authors. Shows how a program was organized with this end in mind. Discusses what students chose to read and their attitudes and perceptions of their reading and themselves as readers. (HB)

Considers the direction of literature curricula and asks why the study of literature and language is an essential part of culture. Explains the curriculum's educational value and intellectual purposes to those who allocate resources. Raises fundamental questions about the political and spiritual aspects of teaching literature. (SC)

Offers a letter written by the author to himself 23 years ago in his first year as an English teacher. Offers four simple suggestions and a bit of extended advice to help him and his students. Encourages him to explore and use the wealth of adolescent literature that is available. Includes a list of young adult books worth reading. (SR)

Considers the reasons Advanced Placement (AP) English teachers might give for their literature selections. Suggests eight works for further reading outside the canon for AP and Honors English Teachers. Lists and gives annotations for 10 "new or overlooked" Young Adult books worth reading. (SG)

The methods used by a teacher to engage at-risk high school students in reading and writing are highlighted. It is reported that students are provided with the first steps of success, language awareness and a sense of belonging in the school and the community.

One segment of a larger study (which explores whether secondary teachers and their students alter their discussant roles after being made aware of their classroom interaction) examined the extent to which reading the textbook is necessary for engaging in discussion. Three English teachers and their classes were selected as participants. The…

Intended for elementary school teachers, this guide is designed to help them discover the power of poetry for teaching reading and other language arts. The discussions in the first three chapters focus on the "why" of using poetry for language arts instruction and offer a number of suggestions for teaching the language arts to meet a variety of…

Elaborated by a group of teacher educators and reading researchers, this monograph serves as a forum for responses to the federally sponsored 1985 report, "Becoming a Nation of Readers." It consists of the following essays, listed here with their authors: (1) "Reading Instruction and Underlying Metaphors in 'Becoming a Nation of…

THE QUESTION WHETHER OR NOT READING INSTRUCTION SHOULD BE INCLUDED IN THE COLLEGE CURRICULUM WAS EXAMINED. ALTHOUGH 75 PERCENT OF THE INSTITUTIONS OF HIGHER LEARNING PROVIDE SOME TYPE OF READING INSTRUCTION, THE POSITION OF COLLEGE READING INSTRUCTION IS UNCERTAIN. THE READING COURSE HAS NO BODY OF PRINCIPLES WHICH CAN BE TAUGHT AND EXPANDED UPON.…

In an effort to coordinate information flow, a third inventory of British and American projects and activities in reading and English is presented. Entries are arranged alphabetically according to state or country and are identified as to study population level. There is also a topical index and an alphabetical listing of researchers. Reported…

This study examined "signals" of relationships between sentences that might be helpful in teaching reading to non-native speakers of English. Logical relationships were given special attention and classified to determine if they could be contained within a limited list to be used for teaching purposes. Five hundred paragraphs (2,720 sentences)…

The articles and authors featured in this issue are: "Preparing for Future Shock in English and Reading Instruction" by James R. Squire, "Great Expectations: Communicative Arts in the High School; or, Resetting the Clocks" by R. W. Reising and R. J. Rundus, "Some Expectations in English for College Freshmen" by May Jane Tillman, "The Role of the…

SPECIALLY ADJUSTED ENGLISH COURSES FOR UNDERACHIEVING STUDENTS IN GRADES 10 THROUGH 12 WERE SPECIFICALLY DESIGNED TO EMPHASIZE READING SKILLS. A 15-STUDENT SAMPLE WAS DIVIDIED INTO ONE EXPERIMENTAL AND TWO CONTROL GROUPS AND WAS MATCHED ON IQ, READING ACHIEVEMENT, AND GRAMMAR. THE DATA WERE GATHERED OVER A PERIOD OF 1 ACADEMIC YEAR, AND THE…