Maintains that, for recovery, victims of prolonged trauma need to attach words to their "unspeakable" experiences. Argues that, as informed members of a treatment team, literacy teachers can play an invaluable role in the recovery of traumatized students. Outlines briefly the symptoms of trauma. Discusses the three stages of recovery and the…

Responds to an article in this issue (on how teachers can help students recover from pervasive trauma) with two short articles: one on a missed opportunity to make a difference in students' lives, and the other a cautionary tale of the risks and dangers inherent in the relationship between teacher and traumatized student. (SR)

Suggests that implementing strategies of multicultural education and awareness must also entail the recognition of multiple voices. Describes the author's experiences growing up at the intersection of the politics of voice, power, class, and race. Argues that teachers must enable students to learn and develop with and through the cultural meanings…

Explores differences in the range and types of graduate students in a campus-based and a Web-based graduate course on teaching adolescent literature. Finds useful discussion in all class settings, with spontaneity and surprise being more apparent in face-to-face classes and in-depth discussion more apparent in electronic discussion on the issue of…

Describes a community-college-level developmental reading skills course that was revised to decrease the number of skills in which students needed to show competency to make room for a notetaking skills unit. (RS)

Surveys professional editors (who work with publishing companies and magazines with national and international circulations) concerning advice to students on how writers write. Finds four main themes: (1) plan and organize carefully; (2) revise your work thoughtfully; (3) use words purposefully; and (4) correct errors thoroughly. (RS)

Demonstrates how drama and literature can be used together through the Living Newspaper Theatre, a specific form of government-subsidized drama created in the 1930s. Offers guidelines for a living newspaper play and includes a script. (RS)

Argues that a teacher's informed response to popular culture in the classroom requires consideration of how students use it in light of the economics of its production. Illustrates this through the classroom talk of 11- and 12-year-old boys discussing a horror series book. Discusses social uses of popular culture and the role of teachers regarding…

Suggests that middle school literature circles using novels based around a common theme can change the classroom climate to be more supportive toward taking greater academic risks. Notes that students were offered a choice of book, homework pace, and group roles. (RS)

Summarizes results for parents of the original evaluation and the follow-up of Family Literacy Demonstration Programmes at four sites in Wales and England. Finds that parents benefited in employment, study, qualifications, literacy, and ability to help their children, and involvement with their children's schools. (RS)

Notes that along with adding new technologies for literacy, and changing the ways in which older technologies are used, users also create literacies that are hybrids of existing practices. Lists electronic journals concerned with adolescent and adult literacy and includes a nine-item glossary. (RS)

Discusses the importance of Vietnam War literature by and about women and provides ideas for incorporating it into the reading/English language arts curriculum. Provides a rationale for such literature; discusses types of Vietnam War literature by and about women; and addresses pedagogical aspects. (RS)

Examines a peer-led middle school literature discussion to demonstrate the social and performative nature of interpretation. Finds that two students' stances in relation to a text are shaped by social and cultural conditions within and beyond the classroom. (RS)

Features a recent book ("Changing Our Minds: Negotiating English and Literacy") by and a conversation with Miles Myers, former Executive Director of the National Council of Teachers of English. Discusses changing work practices, historical shifts in definitions of literacy; "new literacies"; gaps between theory, policy, and lived experience; and…

Suggests that the brightest students in high school classes often suffer from a lack of engagement in the learning process. Reviews four theories of learning and reading. Describes five classroom practices that come from reading education and from units developed by secondary teachers that engage high-ability, low-performing students. Discusses…