Suggestions from readers include a list of 144 practical things to read, and ways to use sustained silent reading in the secondary school classroom. (MKM)

Presents a taxonomy of graphs, including lineal, quantitative, spatial, pictorial, hypothetical, and omitted graphs. Provides illustrations of each kind of graph and suggests that reading teachers take the responsibility for teaching graph reading and drawing skills. (MKM)

Poses six unsolved problems related to reading, including terminology, theoretical models, researchers expertise, teacher preparedness, reading retardation, and critical reading, as significant subjects warranting further study. Bibliography. (MD)

Consists of practical classroom techniques. Topics covered are: (1) reading/studies skills techniques for college freshmen, (2) teaching main ideas, (3) a team approach to content area reading, (4) readers theatre, (5) survival skills, (6) passage dependence tests, (7) leisure reading, and (8) using music in informal diagnosis and motivation. (MKM)

An analysis of job reading requirements indicates that most job reading is reading-to-do, while job training programs require reading-to-learn tasks also. (MKM)

Describes a graphic arts teacher's approach to provide reading aids by using student-printed bookmarks which include spaces for recording author, title, main characters, and plot summary. (VJ)

Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

Advocates using annual reports to help adult learners bridge the gap between competence with basic reading tasks and competence with more difficult and complex tasks which require inferential thinking and application of information for decision making and problem solving. (RS)

Examines volunteer tutors' use of the Paired Reading technique with adults. Although enjoyable and relatively effective, the technique needs improvement in order for long-term benefits to result. (ARH)

Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)

Reviews some of the current definitions of literacy and suggests that an expansion of the definitions is needed, based on information gained from interviews with adult remedial readers as they describe their reading needs. (SKC)

Advocates encouraging parents who are illiterate or semiliterate to make use of practices that do not require literacy skills, but that will support their children in becoming successful readers. Suggests many activities that will help both children and parents develop literacy skills, such as tutoring and discussing television shows. (SKC)

Describes an unsuccessful attempt at teaching a well-motivated adult non-reader to read. Details different approaches that were tried, such as the sight method, auditory methods, tactile methods. Suggests ways to avoid reading failure in adults, such as checking for disabilities, and getting to know the student. (SKC)