Describes the author's experience in keeping a reading-writing journal. Notes how her journal began as an academic journal, but her personal life crept into it. Notes that her students experienced the same thing. (SG)

Suggests that since educators can no longer assume that secondary students have the literacy skills needed for successful learning, educators need to systematically integrate instruction in reading strategies into all classes. Considers how to break the cycle of learned helplessness and disengagement from literacy that is all too prevalent among…

Examines how concepts-about-print knowledge interacted with other traditional measures of print knowledge, to affect children's reading environmental print in context and out. Demonstrates that concepts-about-print and word recognition were the most reliable discriminators between children who could accurately and consistently read environmental…

Explains the use of questioning strategies to improve student achievement. Uses question-answer relationship (QAR) and reciprocal questioning (ReQuest) strategies. (YDS)

Discusses how the National Reading Panel (NRP) report has become the basis for the push for research-based reading instruction as well as the source of a great deal of controversy and debate. Summarizes the NRP report and responds to 10 myths that have arisen in the hopes of clarification. Concludes that it would be best if educators and…

Provides perspectives on reading instruction of experienced, grades K-12 educators who were enrolled in a graduate school class on reading research, programs, and models, and their teacher. Shares some of the misconceptions or overgeneralizations that they have heard or read about reading instruction, as well as their reaction to these ideas. (SG)

Examines change and variation in the design of non-fiction texts which have a junior-age readership. Argues that different forms of presentation of non-fiction offer different ways of reading non-fiction texts, which as yet are neither fully described nor recognized. Suggests that non-fiction texts can be more or less firmly orientated towards…

Briefly describes six principles from Education Commission of the States' Leadership for Literacy initiative designed to help make the teaching of reading more effective and efficient. Includes discussion of scientific evidence, standards, assessment systems, data management, professional knowledge, and alignment. (PKP)

Considers ways to involve readers in "essential reading" in which students learn to discover the meaning of text and to determine the author's intentions. (MG)

Reviews a new book on using writing to teach literature in which the author is equally devoted to reader-response criticism and the close reading of texts. Summarizes the three extended sections of the book: "Teaching Connection and Perception,""Teaching Critical Distance," and "Sequencing Critical Inquiry." (KEH)

Expands on how a strategic reader uses text structure knowledge as an overarching strategy, a framework within which to incorporate other strategies to gain ideas from text. (MG)

Reports on current trends in reading education, changes in the type of research being reported, and comments on the top requests for information made to the ERIC Clearinghouse on Reading and Communication Skills. (MG)

Adds content bias to the other criteria (content validity, transfer potential, amount of reinforcement, quality instructional language, and adaptability/flexibility) discussed previously in this column. Reviews seven literature resource materials to present a full set of criteria for evaluating them and to share new materials. (MG)

Describes how to teach story mapping to primary-grade students. (MM)

Describes a plan designed to encourage students to read aloud by offering them bonus points for reading, letting them read as long as they want, and allowing them to designate the next oral reader. (RS)