Explains steps in teaching students from grade 8 to read a selection orally with interpretive skill. (MKM)

Describes a two-column notetaking strategy for use with eighth grade remedial students. Notes that students regain a sense of independence and control using the strategy. (RS)

Describes a gifted student research activity in which historical novels are evaluated for their historical accuracy. Reports that students are able to integrate their own thoughts with several different sources of information. (RS)

Describes a "writing workshop" for eighth graders which focuses on the writing process as well as the finished product. Reports the approach's effectiveness by noting students' improvement on standardized exams and syntactic maturity of student compositions (as measured by the increase in number of words per T-unit). (MM)

Describes a successful adaptation of Marie Clay's intensive one-on-one reading intervention approach for a disabled reader at the middle school level. Discusses components of the instructional plan. Presents guidelines for literacy instruction for remedial readers. (SR)

Describes the use of character journals (a written diary kept by the reader who assumes the role of the main character) with a group of eighth-grade students. Shows how students think more about what they are reading and come away with a better sense of their own identity. (SR)

Using evidence drawn from classroom observations of grades eight and 11, the article addresses the question: If content area teachers are not implementing the methods that reading educators suggest, what are the characteristics of existing instruction? (HOD)

Reports on the various ways teachers use textbooks to make assignments for discussion and offers a checklist for teachers interested in analyzing their own use of text in discussion. (HOD)

Reveals the phases through which an apathetic eighth-grade class of poor readers went on their way to becoming active learners. The phases included: (1) discussing attitudes and goals; (2) positive environment; (3) sharing literature through oral reading; (4) reading for an audience; and (5) active learning. (SKC)

Discusses (1) activities that encourage students to use formal vocabulary; (2) the use of computers to motivate remedial readers to write; and (3) a pilot study in which sustained silent reading and writing was used to improve the literacy of seventh and eighth grade remedial students.