Describes the community language learning approach to second language teaching. (DD)

Describes how to select functional materials and techniques for teaching reading survival skills. (DD)

Describes the Los Angeles Theatre Center's program, "Theatre as a Learning Tool," which brings students from diverse socioeconomic, cultural, and educational backgrounds to see fully staged theatrical productions. Notes that the program integrates the plays into daily lesson plans in reading, writing, critical thinking, and communication…

Discusses Tom Gilovich's book "How We Know What Isn't So," relating it to reading instruction. Discusses self-fulfilling and seemingly fulfilled prophecies, necessary versus sufficient evidence, and the distinction between skepticism and closed mindedness. (SR)

Muses about teachers' reading habits and their ability to trust themselves as competent, literate individuals. Refers to Howard Gardner's book, "The Unschooled Mind: How Children Think and How Schools Should Teach." (SR)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Discusses making content area reading an integral part of the curriculum. Discusses objections, fads, critical skills, and implementation. (SR)

Describes the Efficiency-Based Change Model, which takes into account the complexity of the change process for individual teachers. Notes that the model is being tested and refined within a variety of settings, including a staff development project designed to support a group of teachers as they explore ways to provide whole-language services to…

Delineates the need to alter traditional perspectives on writing instruction. Poses possible solutions for the problem of effective writing instruction. Addresses ownership and knowledge, two critical factors associated with change. (RS)

Explores a group of strategies that use dialectical journals in a sequential instructional plan which guides students through a progression of skills to improve their thinking skills. Provides examples illustrating how these strategies can be used with any textual or orally presented material in all content areas, not just with literature. (SR)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Describes the International Youth Library in Munich, Germany, a resource on children's literature from all over the world which makes available to teachers and researchers books, texts, magazines, journals, essays, newsclippings, and special collections as well as a children's lending library of books in 12 languages. (SR)

Offers thoughts about biliteracy and multicultural issues in education and reviews briefly several books on the topic that focus on Hispanics. (SR)

Finds that many commercial reading comprehension test items are not passage dependent. (RB)