Argues that adult literacy instruction should develop slowly over time and begin in the expressive and poetic discourse modes. (HOD)

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,…

Presents a remedial program model which helps to alleviate students' diagnosed skill deficits using activities and materials directly connected to their content courses. (ARH)

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

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

Explores problems surrounding direct instruction in vocabulary and describes sources in the ERIC system for other approaches to vocabulary development. (HTH)

Presents three simple exercises (involving analogies, word relationships, and closed sorts) designed to reinforce vocabulary and concepts from content area textbooks. (RS)

Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Examines the relationship between reading ability and spelling proficiency, assesses the predictability of English spelling, and suggests ways in which the teacher of reading can encourage spelling accuracy. (KS)

Examines ERIC resources for teaching about death and dying. (FL)

Reports that an approach in which college students enacted skits developed around vocabulary words proved more effective than a traditional approach to teaching vocabulary. (MKM)

Provides suggestions from contributors on building vocabulary, using newspapers in instruction, and providing a news bulletin for content area instructors. (MKM)

Describes a game using synonyms designed to build students' vocabulary by developing concepts for new words and by repeating exposure to the new words. (RS)

Presents examples of a method that teaches vocabulary as a prereading activity using selected quotes so that students can use word parts and context clues such as transitions, connotation, and parallel syntactic structure. (RS)

Describes (and offers an example of) a vocabulary spelling activity which uses a crossword puzzle format to help middle school through high school students study the spelling/meaning connection in English orthography. (SR)