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

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)

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)

Offers a brief overview of illiteracy in Europe. Argues that the fact that there is no common European strategy, let alone a policy to combat illiteracy, is the biggest problem with literacy in Europe. (SR)

Muses over and responds to several "letters" regarding top 10 lists for reading teachers, political correctness, best sellers, and Howard Gardner on drill and discipline. (SR)

Provides a microcomputer program that will calculate readability levels using Rix, a new, short readability formula. (FL)

Remarks on recent articles and books regarding literacy and reading in America. (SR)

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Discusses the enjoyment of sentences and offers numerous examples. Wonders how many books in the reading profession are written to appeal to people who do not really read in the first place, from preschoolers to teachers to post-doc researchers. (SR)

Discusses the how, why, and when of revision. Argues that students should revise only to reach an audience with whom they want to communicate. (SR)

Acknowledges the influence of Arthur I. Gates, Marion Monroe, and Donald D. Durrell on the author's views about remedial reading. (DD)

Maintains that, despite their guilt about books they "ought to" be reading, teachers can trust themselves to guide their own reading in worthwhile ways. Offers a personal example of how reading books leads to more books. (SR)

Muses over how many books bought are actually read. Reflects on factors involved in the decision not merely to buy books but to read them. Notes that some people maintain that most of what is actually read is pap. Wonders whether reading teachers should pay more attention to what people read, as well as how people read. (SR)

There is a lot of printed material on television (such as titles, subtitles, disclaimers, and commercial messages); and reading professionals should use this material in reading instruction. (MKM)

Discusses the theory-to-practice issue in reading education. (FL)