Suggests that social scientists use the reading of literature to enhance their instruction about contemporary situations. (AEA)

Argues that educators faced with community concerns over the selection of instructional materials should devise an instrument to measure the attitudes of school board members (who represent the community) and teachers concerning the choice of reading materials dealing with controversial subjects. Includes a copy of such a survey instrument. (FL)

Concludes that branched stories, which involve the reader actively in a story, can produce better attitudes toward reading on the part of elementary school students than stories from basal readers. (FL)

Reviewed are a selection of 13 workbook sets, kits, and games for teaching specific reading skills at various grade levels, 1 through 12. Each product evaluation describes publisher, cost, grade and reading levels, content emphasis, methodology, organization, and evaluator's recommendations. (SJL)

Since instructional materials are important to the educational development of students, their proper selection and use is fundamental. Each student should be considered individually, and course materials should be made available on levels which provide a variety of reading experiences, encourage critical thinking, and motivate creative activity.…

Defines horizontal reading as providing children with more reading experiences and practice at the level they have just completed rather than moving them immediately to the next level. Describes two commercially prepared programs that make horizontal reading easier to implement and more closely correlated with the lead basal instruction. (FL)

A reading list for college presidents, an outgrowth of the Claremont Higher Education Management Institute, was developed from a survey of college and university administrators. They were asked what reading they believed was most essential for college and university presidents. A bibliography and a list of those surveyed is provided. (MLW)

Considers a number of criteria to use when selecting books involving the handicapped for use in mainstreamed classrooms, including accuracy of information, logical development of plot, dialogue, attitudes expressed, character development, believable situations, and use of humor. (RL)

Describes a reading scheme involving classroom use of books the children chose themselves. (HOD)

Provides guidelines for selecting appropriate books for use in schools which mainstream handicapped children and includes an annotated list of books about handicapped children. (DD)

This article shows how Northrop Frye's theories of literature apply to the tales that children relish and how his theories help teachers to make connections and perceive hidden likenesses. (MM)

Offers suggestions to help teachers, especially bilingual teachers, adapt and rewrite reading materials that can guide children through the desired emotional and intellectual experiences. (HOD)

Contends that readings on social class in the United States are rarely given in college (with textbooks being "particularly weak" in this area). Lists and annotates 11 articles and books that may be given to remedy that situation. (PA)

Challenges the concept of decodable texts with a review of contemporary children's books that support reader's learning with predictable features. Notes and/or discusses 38 children's books in relation to Kenneth Goodman's model of reading: predictable books as support for readers; text, lives, and other literature as support for inferencing and…

Presents: (1) the 1997-1998 Texas Bluebonnet Award Master List of 20 children's books; (2) the Texas Lonestar Reading List 1997-1998 of 20 children's books; and (3) essays by three Texas authors (Sherry Garland, G. Clifton Wisler, and Ida Luttrell) about why and what they write. (SR)