Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (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)

Describes how the Comprehension and Cognitive Development Program (CCD) has evolved in the middle and high schools of the Kansas City, Missouri, school district. Provides a rationale for including specific components of the program. Demonstrates (with selections from teacher portfolios) the effect that the program has had on teachers' thinking and…

Recounts the history of Pennsylvania's attempts to invoke large-scale changes in language-related instructional curricula. Discerns patterns among school districts in terms of literacy instruction as well as in factors that seem to be associated with successful change processes. (RS)

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)

Discusses writing projects, studies of implementation and teacher change, and mirrors of change which point to the state of the art in language arts. (RS)

Describes how one teacher became a risk taker and changed the English curriculum that was not working for her at-risk high school students. Describes a reading program which built on students' small successes, extended their personal interests through tradebooks, and provided them with reading strategies they could use in other classes. (RS)

Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Presents a remedial program model which helps to alleviate students' diagnosed skill deficits using activities and materials directly connected to their content courses. (ARH)