Describes a parent workshop designed to teach parents how to teach survival reading skills by using menus, signs, and cereal boxes. (MKM)

Student logs of what they read outside of teacher directed instruction in reading give good indications of the types of materials to be included in survival or functional reading instruction. (MKM)

Presents a fictitious dialogue in which a teacher of a college methods course in reading points out to her students that (1) people read for different purposes, (2) reading needs vary from community to community, and (3) teachers should investigate the reading needs of people in their communities. (GT)

Describes whole language reading workshops used in eighth grade classrooms. Notes that workshops consist of three components: time to read, ownership through self-selection, and opportunities to respond to the reading through dialogue journals. (MG)