Presents five steps within a structured plan for motivating students to read widely, thus increasing their vocabularies. (JM)

Concludes that if secondary school reading programs are to improve, then principals and content area teachers must improve their understanding of the reading process through increased education. (FL)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Suggests that teachers need to make reading pleasurable, sell books, restructure the classroom environment, establish reading conferences, and limit the length of reading material assigned to students in order to reverse the reluctant reader phenomenon. (FL)

Stresses the important roles played by teachers and administrators in solving reading problems and generally improving reading at the secondary level. (RB)

Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)