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

Offers a view of literacy within the Australian context and traces the progress of two language and curriculum development projects. (AEA)

Looks at developments in adult reading over the past two decades, concentrating on the training of teachers, testing and evaluation, and program evaluation methods. Concludes that while adult reading has made substantial progress, it is still not a mature field. (FL)

Reports on a survey used to evaluate the secondary school reading program in Polk County, Florida. (DF)

Describes a program designed to build a literate environment to meet the strengths and needs of Job Corps trainees. (AEA)

Discusses the genre of romantic fiction written for teens, proposes research questions, and provides publisher information for teachers who wish to stimulate teenage pleasure reading. (AEA)

Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Describes a New York City program in which reading and social studies teachers work together to improve students' language abilities while they learn the required course content. Credits an inservice program with paving the way for the cooperative effort. (FL)

Concludes that reading clinics run by colleges offer services to the community as well as for training students in diagnosis and remediation and that their services, fees, and clients vary. (FL)

Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)

Emphasizes that since adults seek basic reading instruction for a variety of reasons (e.g., to further job status, to improve skills for their children's sake), planning programs should provide theory-based instruction that focuses on learner needs. (NKA)