Outlines a descriptive (not prescriptive) approach for the creation of a literature-based reading curriculum. Describes the 4 steps (behaving with basals, redefining reading, revving up for reading, and letting literature loose) that took the author 14 years of teaching to complete. Argues that literature-based reading programs are fun, enjoyable,…

Describes the planning and development of a learning center at the University of California at Berkley and offers suggestions to others who wish to develop a learning center. (RB)

Tells how to introduce a reading program in a school or school system and how to dispel administrative skepticism. (RB)

Defines literacy as an equilibrium between the achievement of the person and the demands of the context in which the person is situated. Suggests that understanding this equilibrium is the first step in developing realistic educational programs. (AEA)

Describes the purposes and programs of the national Right to Read effort. (RB)

Describes staff development and program development possibilities for secondary remedial reading programs. (MKM)

Discusses bringing local writers into the classroom--how to locate such writers and how to prepare for and organize the visit. (SR)

Presents the results of a survey of adult basic education (ABE) literature from 1977 to l983 and offers suggestions on the design of future ABE programs. (AEA)

Suggests that secondary school reading specialists desiring to establish a school-based, schoolwide reading program form a reading committee composed of content area teachers who propose ideas and help implement them. (MKM)

Suggests ways to stimulate content area teachers' interest in content area reading programs. Advocates a philosophy of "content communication," which can be developed by guiding subject matter teachers through five developmental stages (awareness, knowledge, simulation, practice, and incorporation). (JT)

Describes a pilot program to determine the desirability of starting a sustained silent reading program. Reports on a survey that assessed student and faculty attitudes. (JT)

Describes activities and courses designed to help gifted secondary school students develop their skills in critical analysis and verbal expression. (FL)