Contributors (1) offer suggestions about using the newspaper for vocabulary development and involving students in problem solving activities, (2) describe a course designed for parents who want to help their children with reading, and (3) discuss the names of diacritical marks. (FL)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)

Examines the role of the administrator in developing and sustaining an effective reading program. (RB)

Describes the varied teaching activities of a reading specialist. Discusses how her role is already what she would like it to be and what she would like to change. (SR)

Describes the role of the teacher and the reading coordinator in a vocational education reading program. (RB)

Offers a teaching method to help teachers focus on the values embodied in a children's book, their importance, and the ability of children to grasp the book's lesson either independently or with assistance. Lists children's picture books expressing values. (SRT)

Argues that fostering thinking across the curriculum can be affected by engaging students in complex, meaningful, long-term tasks such as decision making, naturalistic inquiry, scientific inquiry, problem solving, and composing. Notes that these tasks require an instructional format (workshops) that provides a new role for teachers and students.…

Discusses questionnaire sent to superintendents of 1,000 school districts in the United States and includes a list showing the percentage of implementation of forty current practices in reading. (MB)

Discusses the teacher's role, teaching strategies, and the use of newspapers when working with at-risk learners. Presents four techniques (involving three to five minutes of structured thinking about a topic) that help motivate at-risk learners and focus their thinking. (RS)

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)

Argues that strategic teaching develops learners who are independent and able to use a variety of learning strategies. Argues that by modeling learning strategies and verbalizing their own thinking as they learn, teachers can develop students who will become strategic learners. (RS)

Defines metacognition and suggests activities which sharpen metacognitive skills in reading. (ARH)

Describes a teaching strategy that can develop the student's cognitive ability for learning the labels for new thoughts, ideas, and concepts and a teaching strategy that promotes the learning more through modeling the teacher's interest in words. (HOD)