Defines literacy as an equilibrium between the achievement of the person and the demands of the context in which the person is situated. Suggests that understanding this equilibrium is the first step in developing realistic educational programs. (AEA)

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

Presents the results of a survey of adult basic education (ABE) literature from 1977 to l983 and offers suggestions on the design of future ABE programs. (AEA)

Suggests that secondary school reading specialists desiring to establish a school-based, schoolwide reading program form a reading committee composed of content area teachers who propose ideas and help implement them. (MKM)

Suggests ways to stimulate content area teachers' interest in content area reading programs. Advocates a philosophy of "content communication," which can be developed by guiding subject matter teachers through five developmental stages (awareness, knowledge, simulation, practice, and incorporation). (JT)

Describes a pilot program to determine the desirability of starting a sustained silent reading program. Reports on a survey that assessed student and faculty attitudes. (JT)

Describes activities and courses designed to help gifted secondary school students develop their skills in critical analysis and verbal expression. (FL)

Presents a variety of parent programs, projects, and activities that have been successful in involving parents in their adolescents' reading and reading achievement. (HOD)

Tells how one teacher planned and organized a book fair for seventh-grade students, using visiting authors as an added attraction. Provides a suggested time line for planning and producing a book fair/author day. (JT)

Reports on a teacher survey designed to (1) determine the extent to which reading instruction is being offered beyond the reading classroom and (2) explain why some programs fail and some succeed. Suggests four steps to follow to develop a successful program. (NH)

Reports on research probing job-related literacy demands and on programs promoting job literacy. (JT)

Shows how a structured tutoring program helped increase both student and tutor reading scores. (JT)

Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)

Outlines a descriptive (not prescriptive) approach for the creation of a literature-based reading curriculum. Describes the 4 steps (behaving with basals, redefining reading, revving up for reading, and letting literature loose) that took the author 14 years of teaching to complete. Argues that literature-based reading programs are fun, enjoyable,…