Author recommends use of mystery stories in English classes, and describes six categories of mystery. (SP)

Identifies several impediments to achieving reading literacy for many in-city high school students in California, including lack of interest and motivation, inappropriate resources and absence of support, and insufficient reading experiences and background knowledge. Recommends ways to remove these barriers through the use of strategic reading and…

Argues that biography written especially for adolescents can be taught in such a way that students learn to exercise judgment in their reading. Provides a list of questions teachers can use to help students become more discerning in their perusal of nonfiction and biography. (FL)

Assesses the effects of textual errors on dyadic and individual learning. Finds that dyads performed better than individuals on recall of text in sections without errors, on recall of error location, on error frequency, and on motivation and interest measures, but performed no better on recall of texts containing errors. (RS)

Reviews the literature in the Educational Resources Information Center (ERIC) on developing personal reading interests and habits. (RB)

Discusses the developmental stages of students' reading interests and maintains that the teacher has to discuss the student's life and values "through the intermediary of literature" in order to encourage him to continue to read; paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 28,…

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)

The major way teachers can motivate students to read is to be avid readers themselves. They need to read current young adult books to keep up with frequently changing trends. Preparing short book lists and giving book talks are other effective ways of encouraging students to read. Teachers might use a number of activities in place of book reports…

Previous research indicates that children comprehend more of high- than low-interest material when given both types of material. In this study fifth grade children each received either high-interest or low-interest cloze passages but not both. Results indicated that the interest effect is not dependent on a contrast phenomenon. (HOD)

Suggests that the most important factor in a child's learning to read is an environment (ideally in the home, but also in the school) which fosters reading for enjoyment. (JM)

Suggestions are provided for parents of ways in which they can use the television to encourage and improve their child's reading. Activities include: discussing television characters; watching television specials geared for the child's age; and researching favorite television stars. (CB)

Surveys the Reading Is Fun-damental Program (RIF) in Cleveland, Ohio, which makes it possible for disadvantaged children to select and own books. (RW)

Surveys materials in the ERIC system discussing the causes of reading reluctance and suggesting ways to encourage reading interest and skills. (HTH)

Five librarians discuss ways of increasing the lines of communication between English teachers and librarians to promote reading as a lifelong learning habit. (RL)