Describes a learning stations approach for class activities intended to improve the reading skills of junior high school English students. (RB)

Describes five categories of reading material appropriate for students in grades seven through nine: books about daily life, stories in other media, books in a series, books within a genre, and guessing books. (HOD)

Discusses reasons students give for favoring certain books. (AEA)

Reports that junior high school students who spent an entire school year in a formal sustained silent reading program made dramatic increases in reading ability and interest. (AEA)

Describes the establishment of a paperback book store designed to give remedial reading students opportunities to develop a sense of responsibility and a better self-concept. (VJ)

A reading specialist tells two young people what reading means to him. (RB)

Explains six instructional components, based on a psycholinguistic view of reading, for teaching the adolescent disabled reader to read. (HOD)

Reports on the various ways teachers use textbooks to make assignments for discussion and offers a checklist for teachers interested in analyzing their own use of text in discussion. (HOD)

Describes a strategy used to teach health-related vocabulary that required students to understand and make value judgments about the words. (MKM)

Describes a follow-up study which showed that boys' reading interests have not changed much in ten years. Includes a list of books which junior high school boys find interesting. (MKM)

Provides suggestions for reinforcing reading and communication skills easily and inexpensively. (RB)

Reviews the Reading Diagnostic Tests which form part of the battery of survey and diagnostic Metropolitan Achievement Tests. Finds the tests to be an impressive tool for diagnosing the reading strengths and weaknesses of elementary and junior high students. (RS)

The assumption that book title choices can be used for identification of pupil interests is supported. (RB)

Describes a "literary gift exchange" in which students buy or make gifts for other students' favorite literary characters and explain to the class why the gifts are appropriate. Argues that the gift exchange is a good way to end the school year and review the literature studied. (RS)

Discusses three Newbery Award-winning books that can be used to stimulate discussion of reading attitudes and difficulties: "Maniac Magee" (Jerry Spinelli, 1990); "Sign of the Beaver" (Elizabeth Speare, 1983); and "Dicey's Song" (Cynthia Voigt, 1982). (RS)