Presents numerous suggestions for effective and efficient meetings, including: deciding on the meeting's purpose and outcome; preparing and sending out an agenda before the meeting; starting meetings on time; using a variety of strategies for reaching decisions and solving problems; and compiling and distributing minutes as soon as possible. (RS)

Examines the broadening scope of "literacy" as reflected in the ERIC database. Argues that the definition of literacy has expanded to include making meaning from a variety of sources and communicating it to a variety of audiences. (RS)

Suggests that true literacy is "a reaching out for understanding about the significance of human experience." (MKM)

Recommends checking skill management systems in reading before implementing one in a school, and includes a guide to weak spots in some of the better known programs. (MB)

Describes research on the process of writing using a protocol analysis approach that suggests a writing model containing three major processes: planning, translating, and reviewing. (MKM)

Research indicates that three samples may not give a good indication of a workbook's narrative readability level. (MKM)

Provides a chart to be used with the Dale-Chall Readability Formula to simplify computation of readability level. (MKM)

Looks at some of the historical reasons for spelling irregularity and suggests that such information can serve as both background material for teachers and a source of motivation for students trying to learn to spell. (DD)

Reflects on and evaluates the author's past year as a reading resource consultant in a program that has moved from a pullout reading program to a mainstreaming one. (SR)

Suggests standards for hiring reading specialists. (MKM)

Suggests that humor rates a place in the curriculum. Presents a bibliography of humorous books, categorized according to age and the developmental stage of humor. (JM)

Presents the second annual International Reading Association's annotated listing of 30 newly published trade books, selected by students in middle, junior, and senior high schools throughout the United States. Includes bibliographic data, information about paperback editions, and price information for each selection. (MM)

Provides directions to help teachers identify and articulate their assumptions about the teaching of reading. (Author)

Discusses several books that make the point that readers do and should read stories that are judged to be truly different from stories that are made up. Argues that the responsibility of reading teachers is to help young readers become thoughtfully engaged in their suspension of disbelief. (RS)

Focuses on how to teach general reference cartographic maps (maps that show feature's of the earth's surface easily recognizable by most people). Notes that the content of general reference maps can best be understood in terms of the structure of simple lists. (RS)