Reviews some of the existing data on the effects of homework on learning. (HOD)

Reports an overall positive response to the tests reviewed, with caveats regarding test reliability and validity. (AEA)

In this era of mass media, the ideas in literature still guide lives and shape nations. (Author/KS)

Urges reading teachers to think of themselves as publicists as well as educators and suggests several public relations efforts that teachers can undertake. (AEA)

Reports the results of a longitudinal study that associated reading achievement with volume of reading and the selection of a book with its content, appearance, and its popularity with the reader's friends. (AEA)

Suggests that books set in Nigeria and written in English provide a means of introducing children in other English-speaking countries to Nigerian cultures. (FL)

Annotates more than 30 books about Russian history and historical figures. (AEA)

Examines research concerning the relationship between Black vernacular English and reading and writing. Makes recommendations for future research. (HTH)

Describes the step-by-step development of manipulative learning materials--materials with explicit instructions and some type of built-in reinforcement so that students can know if their answers are correct--for use in the content areas. (HTH)

Reports on a survey of 78 seventh-grade students, conducted to investigate the relationship between television viewing and reading achievement. Notes that good readers' viewing habits were not significantly different from those of poor readers. (JT)

Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)

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)

Suggests that study guides can help teachers set priorities and teach students how to learn through more efficient reading. A sample guide shows sections on background, vocabulary, organization, cause-effect, and detail. (MKM)

Discusses the three books "most important and influential" to the author: "Creative Power: Youth in the Creative Arts" by Hughes Mearns; "Teacher" by Sylvia Ashton-Warner; and "Books, Children, and Men" by Paul Hazard. (DD)

Contends that the imposition of competence standards might compensate for the climate of permissiveness that allowed students to graduate from high school without having developed high school level skills in the basics. (DD)