Reviews research concerned with eye movement training in the classroom and points out how specific research has been interpreted and applied incorrectly. (FL)

Recommends four books which describe how to teach children to read and write about real-world matters. States that children who are engaged with meaningful materials that they have helped select and tasks they have helped plan require less extrinsic motivation than those who are assigned meaningless materials and tasks. (MG)

Recommends four resources (including basal materials) to use when designing reading-language arts curricula for classroom or school districts. (MG)

Discusses three series of informational books that deal with animals: "Little Woodland Books,""Life Cycles," and "Skylight Books." (FL)

The first of two concerning children's periodicals, this column describes five such magazines that present information from various disciplines in a compelling way. (FL)

Discusses "Cobblestone," a social studies magazine, and "Penny Power," a consumer education publication, in this the second of a two-part article concerning content area periodicals for intermediate grade students. (FL)

Reviews two current resources stimulated by the 1985 publication, "Becoming a Nation of Readers": (1) "Counterpoint and Beyond: A Response to Becoming a Nation of Readers," (Jane L Davidson, editor); and (2) "Becoming a Nation of Readers: What Parents Can Do," (Marilyn R. Binkley, preparer). (MM)

Reviews two handbooks of research and focuses on what they have to offer professionals in the field of reading and language arts. (MG)

Discusses four books that can help teachers offer students opportunities to engage in purposeful oral language activities. (PRA)

Reviews four resources that will help teachers make instructional decisions in classrooms with bilingual multicultural students. (MG)

Reviews five professional resource books on whole language instruction and mentions three additional books on the topic. Suggests these books to educators who are interested in obtaining information and support for child-centered instruction. (MG)

Annotates and reviews three professional books about organizing reading instruction; some of the resources highlight belief systems and some highlight procedures. (MG)

Reviews "Beginning to Read: Thinking and Learning about Print," a book which reviews and synthesizes decades of research on beginning reading. (MG)

Annotates and reviews four books for parents and educators who are interested in homeschooling and two books about children's literature for those who want to either supplement or supplant traditional schooling efforts. (MG)

Reviews 10 professional resource books related to children's literature, including book selection guides, scholarly investigations into what affects this field, and present ways to teach with children's literature. (MG)