Sixty-one psychology textbooks were analyzed according to four criteria: student acceptance and interest, readability and human interest, comprehensiveness and size, and psychobiological content. This analytic approach can be used in all subjects to match text selection with course objectives in order to increase student satisfaction. (AM)

Describes a survey carried out on a small sample of Open University (England) students to assess the value they attach to inserted questions they encounter within or at the end of their study materials. Part 2 of the two-part questionnaire used in the study is included. (Author/JD)

The reader contest as a tool for increasing readership of student newspapers is discussed, with some guidelines for devising contests and objectives. (HTH)

Suggests that first impressions are a vital element in the reading process and offers illustrations from the journal of a 15-year-old student. (MKM)

Study determines whether the preservation of poetry shape by an oral interpreter enhances the listener's mental perception and comprehension of selected poetry. Evidence supports the hypothesis that receivers could identify, comprehend, and appreciate the oral interpretation of poetry which stressed the preservation of its shape. (JMF)

Uses students' writings about their responses to particular books to raise questions about the kinds of responses students are being taught. (AA)

Draws teaching suggestions from an analysis of secondary school students' comments about their experiences with fiction. (AA)

Student response should play a greater role in the study of literature. (DD)

A replication of I. A. Richards' study of students' reactions to thirteen poems in the 1920s. (DD)

A study of students' reactions to four of the thirteen poems used in I. A. Richards' study in the 1920s. (DD)

Examined 87 college men's and 122 college women's affective reactions to first sexual intercourse. Results show that women were significantly more likely to report less pleasure, satisfaction, and excitement than men, and more sadness, guilt, nervousness, tension, embarrassment, and fear. Used factor analysis to group emotions into coherent…

Explains techniques and advantages of three strategies for vocational students with limited English proficiency: (1) guided notes, which develop useful notetaking skills; (2) choral responding, in which students answer in unison; and (3) response cards that students hold up to answer teacher questions. Suggests that they can lessen intimidation…

Presents the development of a five-month on-line collaboration between Jenny Davis, a published writer, and eight junior high school girls at a Covington, Kentucky school. Describes the process of establishing rapport between author and students as she helped them with their writing. Provides excerpts of e-mail exchanges between the participants,…

Following the Oklahoma City bombing, fifth graders at a nearby elementary school coped with ensuing uncertainty, pain, and loss. They wrote appreciative letters to fire and rescue workers; shared personal stories with classmates; compiled an anthology of poems, prayers, and stories; attended an assembly to honor parents participating in rescue…

Tests the efficacy of mental models in understanding the effect of exposure to fantasy violence on children's responses to and reasoning about moral dilemmas involving aggression. Offers a possible extension to mental models that is consistent with current theory in cognitive science. Suggests that the activation of mental models regarding…