Tells how to introduce a reading program in a school or school system and how to dispel administrative skepticism. (RB)

Describes the purposes and programs of the national Right to Read effort. (RB)

Describes staff development and program development possibilities for secondary remedial reading programs. (MKM)

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

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)

A discussion of the development, final content, and uses of fifteen commercial reading programs is presented. (MKM)

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)

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)