Contributors present (1) a tactical approach to paragraph patterns and comprehension that can be used on all grade levels, (2) three objectives of an instructional framework, and (3) a plan consisting of two sequential hour-long lessons that are elaborated. (JK)

Relates current trends in public interpretations of reading research, which are prone to exaggeration and paranoia, to G. Larson's "Far Side" cartoons. Notes a substantial gap between what is taught in the schools to develop literacy abilities and what is demanded in society to demonstrate literacy competence. (SKC)

Provides a model for the evaluation of children's books in which old people are characters that can also serve as a lesson aid for students. Lists 33 books for children that involve the elderly. (SRT)

Discusses teaching vocabulary when students do not know the words nor the concepts they represent. (SRT)

Describes a teaching unit that involves students in reading and analyzing elements of humor in young people's literature. Focuses on what makes quality humorous books funny as well as literary. (FL)

Presents various suggestions for the use of newspapers in classrooms at all educational levels, from preschool to adult literacy programs. (NKA)

Offers (1) suggestions on how to teach students the importance of regular study habits for learning to spell, (2) story ideas to help students get started with creative writing, and (3) a model of a daily record assignment book to help students organize and remember their homework assignments. (SRT)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Presents some ways that teachers can use the Foxfire format, focusing on reasons for using interviews for language development, possible people and topics to be explored by students through the interview process, and four stages to using interviews in the classroom. (HOD)

Addresses three questions: (1) What is involved in understanding a word or concept? (2) How do we presently measure word knowledge? (3) What are some alternative formats which teachers could utilize with their students? Suggests techniques such as paired word questions, categorizing, analogies, and sentence writing as ways to evaluate vocabulary…

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

Explains how the SQ3R methods of reading textbooks was used to teach the writing of a research paper and tells of eighth grade remedial readers creating their own trivia game. (HOD)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)