Shares the work of one college freshman class whose journal entries demonstrate how reader response can be a powerful metacognitive tool. (RS)

Explores a group of strategies that use dialectical journals in a sequential instructional plan which guides students through a progression of skills to improve their thinking skills. Provides examples illustrating how these strategies can be used with any textual or orally presented material in all content areas, not just with literature. (SR)

Presents nine learning activities on polysyllabic words, letting go of control of other people's learning, setting a baseline for language-minority students, word banks for adult literacy, student journals in the workplace ESL classroom, effective definitions for word learning, "Readers Areas" in public places, and students writing to athletes.…

Presents two classroom activities designed to get students' questions without stress and to use journals for content area comprehension. Discusses informal reading inventories and the consensus model of reading. (RS)

Discusses problems associated with journal writing in courses, particularly overuse, ethics, goals, and grading. Offers suggestions to consider how journals can help students reflect on their own learning. (SR)

Argues that teachers can determine the instructional frameworks which can empower students to understand more about their own learning. Describes activities (learning logs, directed reading-thinking activities) that develop higher level thinking skills using writing, reading, and reasoning. Concludes that such activities facilitate students'…

Describes a year-long study of the reading dialogue journals of eight eighth grade students. Finds that responses dealt with ongoing business, summaries, metacognitive responses, connections, and evaluation of text and author. Discusses how such journals promote reading development and how journal entries differ according to audience. (SR)

Describes how reading aloud, journal writing, and bibliotherapy were used with college students in a content area reading course, providing opportunities for future teachers to experience the values of literacy and to promote social, intellectual, and emotional growth. (SR)

Discusses illiterate and semiliterate adults who want to become literate to enjoy a more satisfactory quality of life. Describes their life experiences and provides examples of effective instruction methods based on the language experience approach, including dictation, word banks, journal writing, individualized and assisted reading, and…

Describes a coding system to motivate and assess students' journal entries as they respond to books they are reading. Argues that coded journal entries are an effective means for diagnosing reading comprehension difficulties. Contends that coding journal entries permits the students to become more conscious of their reading processes. (RS)

Describes a reading workshop for at-risk high school students that incorporates self-selected reading, journal responses, and minilessons about comprehensive strategies, authors, and writer's craft. (SR)

Describes using a loose framework of response journal writing and small and large group sharing with two classes of ninth-grade English students. Describes students' deep involvement as they constructed important meanings from a story that went beyond their own experiences. (SR)

Notes that given constraints on time, class size, and material to be covered, language and reading teachers may have difficulty implementing the richer, more contextualized language activities called for by second language and reading researchers. Describes the dialogue journal as one way of promoting such teacher-student interaction. (RS)

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)

Examines how a literature-based reading workshop incorporating minilessons, sustained silent reading, and responses to literature in dialogue journals affected the reading attitudes and levels of book involvement of learning disabled middle school students. Finds clear demonstration that students' reading attitudes and involvement improved. (RS)