Presents a literary review which reflects the importance of including representational drawing in a reading program, followed by a representational drawing evaluation procedure which can readily be used in accordance with existing other reading assessment procedures. (MG)

Describes an experimental investigation of how a live metaphor might help readers connect an old idea with a new concept, thereby adding new information to an existing base of knowledge. Finds that the use of metaphors may generate a meaningful learning experience for less able readers at the university level. (MG)

Offers a classroom lab approach for motivating students to read and for helping them to achieve higher levels of reading skill and enjoyment. (PRA)

Describes a ninth grade class's field trip to a bookstore. (PRA)

Discusses potential dangers in the current move toward literature-based instruction across the curriculum. Calls for educators to help students understand that there are different stances one can take in reading a text and not to mislead them by treating literary works as if they were intended to be read "efferently." (MG)

Argues that it is only with a sense of what literacy as a historic and culture-specific technology has achieved that educators can begin to realize the possibilities for reshaping students' literacies as social practices. (MG)

Relates the viewpoints of child readers with respect to authors, narrators, illustrations,and text. Asserts that children can grasp the concept of author well before age five and that, for the child, the author "lives." (PRA)

Demonstrates how to help children become more aware of their own part in constructing new knowledge in their minds as they read. Discusses how a Chapter I teacher adapted instructional strategies that assisted students in constructing and/or reconstructing background knowledge. (RS)

Outlines the benefits of the creative writing segment of English departments. Shows how learning to read carefully enriches the ability to write well. Argues for the value of creative writing for English departments. (HB)

Proposes four subcategories of alphabet books for use in upper elementary classrooms: enumerative, juxtapositional, narrative, and artistic. Characteristics of each type are described that encourage different kinds of reader involvement and examples of classroom uses and strategies are suggested for specific titles. (LRW)

Studies the number of reading articles published in major journals by the leading research universities' reading faculties. Presents institutional productivity ratings of various universities. Provides data from several time periods. Finds that several institutions continue to make substantial scholarly contributions. (HB)

Studies the different effects on college readers of mnemonic imagery conditions compared to no-strategy control conditions. Indicates that both remedial and nonremedial readers scored significantly higher through exposure to mnemonic imagery conditions. (HB)

Considers the significant processes shared by the acts of reading and writing. Argues for the use of literary response to enhance the productivity of the reading-writing connections. Discusses literary reading and response and their potential pedagogical value in reading-writing activities. (HB)

Determines whether the time of day when reading is taught has an effect on below-grade-level students' mastery of reading skills. Indicates an overall increase in mean scores for the mastery of reading skills for afternoon instruction as compared with morning instruction. (HB)

Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)