Describes a coding system to motivate and assess students' journal entries as they respond to books they are reading. Argues that coded journal entries are an effective means for diagnosing reading comprehension difficulties. Contends that coding journal entries permits the students to become more conscious of their reading processes. (RS)

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Discusses problems associated with journal writing in courses, particularly overuse, ethics, goals, and grading. Offers suggestions to consider how journals can help students reflect on their own learning. (SR)

Reports on favorable results of an independent professional evaluation of the journal and provides background on the behind-the-scenes workings of the journal. (NKA)

Discusses how student journals can help teachers and students identify behaviors and attitudes that affect study skills and college work. (AEA)

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)

Advocates the use of literature response journals. Describes their use with an eighth-grade class and discusses teaching students how to respond well and how to include parents. (SR)

Describes how a reading teacher helped an English class understand a novel set in a different culture using an article from the "Journal of Reading." (AEA)

Describes the use of character journals (a written diary kept by the reader who assumes the role of the main character) with a group of eighth-grade students. Shows how students think more about what they are reading and come away with a better sense of their own identity. (SR)

Encourages reading teachers to use journal writing by college students to look beyond basic skill deficiencies, to seek and monitor physical, emotional, psychological, and environmental factors that may impair students' progress in reading. (SRT)

Shares the work of one college freshman class whose journal entries demonstrate how reader response can be a powerful metacognitive tool. (RS)

Describes a year-long study of the reading dialogue journals of eight eighth grade students. Finds that responses dealt with ongoing business, summaries, metacognitive responses, connections, and evaluation of text and author. Discusses how such journals promote reading development and how journal entries differ according to audience. (SR)

Describes a college reading program designed to increase interest in recreational reading. Students write expressive responses to individually selected articles and discuss them in small groups thus transforming reading from a private to a social act. (SRT)

Describes the use of oral reading, journal writing, and sharing of ideas in a seventh grade class to promote an active interest in literature and thereby increase the literacy level of the students. (SRT)

Presents the findings of an analysis of content trends, authorship, citations, and titles of articles in the "Journal of Reading" in the first twenty years of its publication. (DD)