Lists 21 teacher tested ways of encouraging voluntary reading. Suggestions include role playing, teacher modeling, reading aloud, reading books from a series, critical reading, bringing books from home, and tape recording passages from books. (RS)

Argues that social studies teachers must share a role in promoting long-term literacy. Suggests that teachers include literature as part of the instructional program; use a wide variety of materials during class time; read aloud to students regularly; and avoid conditions that dissuade students from reading. (RS)

Discusses three ways to improve the remedial classroom environment: (1) provide a stress-free environment; (2) have students work towards fluency in a variety of materials; and (3) show students the advantages of cooperative learning and how to do it. (RS)

Argues that children's literature has a place in the remedial secondary school reading class. Relates the positive reaction of eleventh grade students having "Jack and the Beantree" read to them. (RS)

Indicates that college students need assistance to develop reading maturity along with reading skills and gives specific suggestions for developing reading maturity in developmental reading programs. (AEA)

Discusses how teachers can help students learn to read with a sense of the author--who wrote the book, how, and why. Argues that building a schema for various genres and more sophisticated writing techniques strengthens comprehension and enables students to enjoy books on their own. (RS)

Outlines a process approach to teaching literature which focuses both on meaningful writing and on the ways students respond to what they read. Suggests that such an approach can create in students a life-long love of literature. (ARH)

Argues that incorporating literature into daily reading instruction opens up avenues that junior high remedial students may never think exist for them. Presents eight techniques to help teachers get started using literature in the remedial classroom. (RS)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)

Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)