Second of a seven-part series recounting disatisfaction with traditional means of teaching literature to the disadvantaged. Also identifies three approaches which aim at reform. (RB)

Describes early computer assisted reading projects, reports on subsequent research, and suggests directions for future curriculum development. (FL)

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Presents various suggestions for the use of newspapers in classrooms at all educational levels, from preschool to adult literacy programs. (NKA)

Examines the problems in initiating schoolwide reading reform. Argues for the formal establishment of a reading improvement team to negotiate and collaborate on long-range initiatives to improve reading instruction districtwide. Concludes that improving reading instruction is an ongoing, developmental, adult-learning process that requires a…

Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Contains observations on teacher training and program approach in reading at the Agnes Russell School at Columbia University and the Exemplary Center in Salt Lake City. (TO)

Reports on a survey conducted to yield a general description of both the student population and the content of the introductory developmental reading course offered to secondary school subject area teachers. (DF)