Lists Hispanic-American legends, poetry, short stories, short essays, plays, fiction, and biography and provides brief summaries pointing out general good points and drawbacks of each for secondary teachers. (JL)

Reports the results of a survey revealing that a lack of communication between teachers and administrators may be the primary reason teachers rely on commercially prepared reading materials. (FL)

Provides five key questions teachers need to answer in order to determine whether a textbook can be used effectively in the classroom. (FL)

Expresses concerns over trends affecting the literature curriculum in English classrooms. Focuses on the problems of censorship, the accessibility of books, and the increased costs of enrichment materials. (RL)

Suggests that school librarians hold discussions with parent groups about current children's books in order to clarify for them why certain books are available to children and to encourage them to share their children's reading. (FL)

Presents an example of one five-year-old child's efforts to learn to read. Concludes that teachers can make learning to read easier by knowing the interests of their students and by providing them with books and other materials that stimulate those interests. (FL)

A national survey reveals increasing attempts to challenge or restrict the books available to students. Schools need to establish a book selection policy, a method for dealing with complaints, and better communication with the public. (Author/JM)

It is suggested that, in order to be prepared for efforts at censorship, private school libraries should establish a written selection policy, prepare a request for reconsideration of library materials form, set up a materials review committee, and keep up to date on intellectual freedom issues. (CHC)

It is argued that informed judgments by a thoughtful teacher may have advantages over the application of a readability formula in assessing the linguistic difficulty of a text. Examples are given. (KC)

Reports on a survey of inservice teachers who were teaching reading to hearing impaired students. Indicates that most of the teachers had had few courses in teaching reading and relied heavily on basal series in their teaching. (Author/FL)

Reports findings of a study to determine whether significant differences existed in the word recognition and comprehension instructional levels of male and female fifth- and sixth-grade students in below average, average, and above average reading groups when presented with low and high interest content in informal reading inventories. (FL)

Presents how students are given the chance to read and discuss scientific writing beyond the science text using scientific/humanistic literature as a model. Suggested scientific/humanistic reading for teachers and students is also included. (HM)

Discusses getting started, organizing a thematic unit, developing a unit around classroom concerns, and skills students need. Discusses creating a thematic unit in American literature focused on Henry David Thoreau. Presents a series of nine questions for teachers to ask themselves when selecting a novel for use in a thematic unit with middle or…

Discusses censorship in school districts and in school libraries. Discusses controversial material, handling objections, censorship by omission, and book selection. (SR)

Offers guidelines for evaluating trade books in order to find books that provide the strongest across-the-curriculum connections. Applies the guidelines to Kathryn Paterson's "Lyddie," a book suitable for team teaching in science/technology, social studies, and language arts classrooms. (SR)