Describes using a passage from the book "Raney" by Clyde Edgerton as a read-aloud in social studies and language arts classrooms to explore value conflicts, understand cultures, study dialog and to introduce drama. (SR)

Suggest that read-alouds model expressive reading, transmit the pleasure of reading, and invite listeners to be readers. Presents examples for secondary schools and for methods courses and inservice. Discusses locating great read-alouds. (RS)

Describes the Parent Readers Program at New York City Technical College of City University of New York, which improves the literacy of parents by preparing them to read aloud to their own children. (RAE)

Presents an excerpt from Katherine Neville's best-selling novel "The Eight," and discusses how the excerpt could be used in a mathematics class. Includes possible class activities and reading and writing assignments. (SR)

Describes a series of activities (including reading aloud daily, palindromes, acrostics, and word games) designed to help community college developmental readers enjoy print. (RS)

Presents an excerpt from Anne Dillard's "Pilgrim at Tinker Creek" suitable for reading aloud in science classrooms. Offers suggestions that combine the observations of both a science and a language arts teacher. (RS)

Discusses the interests and tastes secondary students have for nonfiction. Presents ways to incorporate nonfiction into read-aloud activities. Discusses 18 nonfiction books suitable for use in secondary read-aloud programs. (RS)

Lists 21 teacher tested ways of encouraging voluntary reading. Suggestions include role playing, teacher modeling, reading aloud, reading books from a series, critical reading, bringing books from home, and tape recording passages from books. (RS)

Argues that social studies teachers must share a role in promoting long-term literacy. Suggests that teachers include literature as part of the instructional program; use a wide variety of materials during class time; read aloud to students regularly; and avoid conditions that dissuade students from reading. (RS)

Discusses three ways to improve the remedial classroom environment: (1) provide a stress-free environment; (2) have students work towards fluency in a variety of materials; and (3) show students the advantages of cooperative learning and how to do it. (RS)

Argues that children's literature has a place in the remedial secondary school reading class. Relates the positive reaction of eleventh grade students having "Jack and the Beantree" read to them. (RS)

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)

Suggests that teachers can use adapted or abridged classic novels with Adult Basic Education (ABE) students and enrich them by reading aloud short passages from the full length novels. Offers guidelines for selecting novels and excerpts. (PRA)

Describes how hearing children's books read aloud in their undergraduate methods class not only helped students learn more about children's literature but also sensitized them to the value and fun of reading aloud. (HOD)

Describes how a teacher used a reading strategy called "Intuitive Reading" to dramatically improve the reading skills of four learning-disabled high school students. (PRA)