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)

Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Describes several classroom cooperative learning activities that allow students to work in teams to achieve a common goal. (AEA)

Discusses materials in the ERIC system that offer definitions of basic skills, describe secondary basic skills programs, and provide competency standards and catalogs for basic skills. (MKM)

Explores the factors leading to teacher burnout and offers strategies for alleviating them. (FL)

Focuses on keys to managing a mastery learning model of instruction. (AEA)

Describes documents in the ERIC data base that review research on schemata and reading comprehension and discuss the implications of using the schemata paradigm in educational research and practice. (MKM)

Examines the publishing process, following a book from concept to product. (HOD)

Summarizes the knowledge acquired from the reading research reported in "Becoming a Nation of Readers" and draws implications for reading instruction. (HOD)

Explores sources on sex differences in reading achievement and presumed causes. Reports that explanations fall into two categories that are not necessarily mutually exclusive: physiological-maturational and cultural-societal. (NH)

Presents ERIC documents that examine what goes into the textbook selection process, the outside influences on book selection, and some criteria that are used in the selection of books. (MKM)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

Reports that there are few documents in the ERIC database concerning using computers as writing tools for gifted students and that the thrust of computer education for the gifted is toward developing abstract thinking only. Argues that more research is needed on classrooms for the gifted writer. (RS)

Describes ERIC materials that include a range of exercises involving photography, adaptable for most age groups, linking both reading and writing. (HOD)