Alerts educators to the problem of censorship. Gives specific examples of works that have been challenged. Suggests means for being prepared to meet the censor. Appends a list of the most protested, attacked, or censored books. (RS)

Explores two factors which can help teachers in guiding students who have difficulty reading their textbooks--understanding the reasons why students have problems and finding some way to teach the subject content and reading at the same time. (JM)

Describes a variety of simple, structured techniques that reading teachers might recommend to parents who want to help their children. (ARH)

Presents 50 short reading activities designed to occupy students during transition periods between activities or classes. Lists 35 activities which are quiet and individual, and 15 which can be done in small or large groups. (RS)

Provides a self-rating scale for reading teachers, based on ten characteristics of effective reading teachers. A discussion of each item is given. (MKM)

Presents ways a classroom teacher can welcome new students to class, properly place them for instruction, and make them feel at home in a new group. (FL)

Asserts that school-based staff development is needed to help develop ideas to promote and motivate wide reading so that all students can reap the benefits of that practice. Contains several ideas for staff developers to use in helping schools plan how to encourage wide reading. (PRA)