Discusses bringing local writers into the classroom--how to locate such writers and how to prepare for and organize the visit. (SR)

Discusses a startlingly current 1953 article called "Recent Trends in the Teaching of Reading" by Virgil Herrick, and a 1992 book by James Moffett called "Harmonic Learning: Keynoting School Reform." (SR)

Explains how using the term "Family English" to identify nonstandard English with adults in developmental classes at the junior college level keeps communications open without negatively labeling their language and without producing hostility. (SR)

Rethinks the concept of book reports, refuting most reasons for their use. Notes other, more enjoyable ways to teach the skills usually targeted with book reports. Offers guidelines to optimize learning and opportunities for success with book reports. (SR)

Maintains that teachers must encourage the lifetime reading habit at school in independent reading. Discusses several ways to do so, including cluttering up the classroom with reading materials, providing time for reading, and encouraging the reading habit throughout the year. (SR)

Discusses recent books and articles on social class in the United States. Notes how U.S. citizens are lulled, first, into accepting the notion of classlessness and, then, into an Us-versus-Them stance that pits teachers against an ostensibly stupid and surly, albeit ill-defined, group of "others." (SR)

Provides an overview of literacy and literacy education in Morocco. Sketches the historical context, and then discusses literacy in formal school settings, adult programs, and needed improvements. (SR)

Muses on the Report of the National Commission on Testing and Public Policy, "From Gatekeeper to Gateway: Transforming Testing in America." (SR)

Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)

Describes the development and use of a listening guide to teach middle school students how to take notes. (RB)

Describes several techniques middle school teachers can use to help students make the transition from skills oriented to content oriented reading as they pass from the elementary to the secondary level. (RB)

Compares the Fry, Dale-Chall, and SMOG readability formulas and cautions users about their limitations. (RB)

Discusses why proper nouns should be counted and how to count syllables and words, recent work on the validity of readability formulas, and the readability graph extrapolated to college level. (JM)

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)

Offers guidelines developed by the Computer Technology and Reading Committee of the International Reading Association that encourage the effective use of technology in reading classrooms. (HOD)