Reviews the literature on alternative programs for improving the reading skills of high school students. (RB)

Describes reading camps in Hungary, which numbered around 140 in the late 1980s and lasted from 10 to 14 days each summer. Notes that these camps arouse interest through a series of conversations between equal partners. (RS)

Reviews the literature in the Educational Resources Information Center (ERIC) on college reading programs. (RB)

Describes the Dublin model, a program which uses thematic units or individualized reading assignments to focus on popular adolescent literature and includes projects that demonstrate students' comprehension of text. Discusses the formulation, implementation, and assessment of this program. (RS)

Describes an English class designed to help high school seniors learn more about reading and to provide them with a knowledge of children's literature so that they can someday lead their children to literacy. (AEA)

Describes a literacy program in Africa that trains new writers to produce a written literature for their new readers. (AEA)

Describes a "Booktalk" program at a middle school, in which groups of parents and students read the same book and then gathered at the school to discuss the books. Notes that, after group discussion, students wrote letters to their parents about the book and the discussion and that parents wrote letters back to their children as well. (RS)

Reports that junior high school students who spent an entire school year in a formal sustained silent reading program made dramatic increases in reading ability and interest. (AEA)

Discusses the genre of romantic fiction written for teens, proposes research questions, and provides publisher information for teachers who wish to stimulate teenage pleasure reading. (AEA)

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,…

Examines how a literature-based reading workshop incorporating minilessons, sustained silent reading, and responses to literature in dialogue journals affected the reading attitudes and levels of book involvement of learning disabled middle school students. Finds clear demonstration that students' reading attitudes and involvement improved. (RS)