Describes characteristics of effective and struggling readers; the elements of high-quality, research-based reading instruction; and criteria for designing or selecting a reading intervention program for students with reading difficulties. (14 references) (PKP)

Describes and reproduces a public-domain instrument that would help in quantitative group surveys and enable teachers to estimate reading attitude levels efficiently and reliably. Presents the instrument along with a discussion of its development and suggestions for its use. (MG)

Reviews two current resources stimulated by the 1985 publication, "Becoming a Nation of Readers": (1) "Counterpoint and Beyond: A Response to Becoming a Nation of Readers," (Jane L Davidson, editor); and (2) "Becoming a Nation of Readers: What Parents Can Do," (Marilyn R. Binkley, preparer). (MM)

Discusses changes needed in the assessment of reading. (MM)

Outlines the procedures for organizing a book club for elementary level students. Describes how a book club motivates children to read and gives them the opportunity to share, enjoy, and exercise their oral communication skills. (MM)

Reflects on some of the issues that have been raised in this column over the past six years, including readability formulae, reading assessment, and the use of basal readers. (MM)

Cites 20 documents, books, and journals from the ERIC database which focus on the training of reading teachers and offer teaching suggestions and methodology, discussions of teacher and student needs, and research related to teacher training in the field of reading. (SR)

Describes how to map a short story. Notes that story mapping gives students an indepth understanding of the concepts of protagonist and antagonist, as well as a visual image of the story's shape and structure. Provides a sample short story map. (MM)

Presents a humorous, fictional account of several reading educators gathering for supper in New Mexico. Muses over the disappointing results of this reading conference. (SR)

Argues that authorship, in the sense of creation and re-creation of meaning, should be a central focus in any model of literacy instruction. Examines the elements of the "traditional" model of literacy development. Discusses the place of text within that model. Discusses implications for classroom literacy instruction. (SR)

Provides 14 high school teachers' responses the question, "Who is your favorite writer of detective fiction?" Finds that Tony Hillerman is the most popular. Features other favorites such as Ellis Peters, Dorothy Sayers, Janwillem van de Wettering, James Melville, K. C. Constantine, Amanda Cross, Jane Langton, Ross MacDonald, Robert B.…

Raises issues about research into the teaching of reading. Encourages readers to use the journal as a forum to pool their experiences and discoveries on this topic. (MG)

Suggests using story maps as a direct technique for teaching students the elements of stories: setting, plot, mood, and theme. (MG)

Highlights three areas of technology that may have an impact on the future of teaching, especially as it relates to reading: nanotechnology, hypertext, and telecommunications. (MG)

Describes children's use of social conversation to not only understand a story's character, point of view, time, and setting, but to make connections between the stories and real life. Recommends a variety of specific literature-based "conversational" activities that effectively reduce problems of differential discourse styles and…