Offers reasons why popular literature, such as the work of Judy Blume, and the literary "classics" do not keep adolescents interested in literature and reading. Suggests several authors and books that are especially suited to the reading needs of young adults. (RL)

Describes how to create real world or functional learning materials to reinforce reading skills in all content areas. (AEA)

Discusses adult selection of books for children, including reevaluating old favorites and keeping in touch with current children's literature. Includes an annotated list of books of current interest to children and adolescents. (HTH)

Describes the development and content of a program for parents designed to present the need for parent-child book sharing and to familiarize parents with outstanding book titles, sources, and criteria for book selection. (HTH)

To deal with censorship, teachers should prepare a rationale for the books they use, develop support in the community for freedom to read, be prepared to explain how materials are selected, and have a policy ready for handling censorship efforts. (AEA)

Eight kits or series are reviewed: Headliners I (EMC Corporation); Pacemaker Bestsellers I and II (Fearon-Pitman); Rocket Reading (AIDS); Vistas (Houghton Mifflin); The New Action Unit (Scholastic); Superstars of Soil and Rock (Steck-Vaughn); Super A and Super B (SRA); and Shoptalk: Vocational Reading Skills (Allyn and Bacon). (SJL)

Highlights the major findings from a study of reading, particularly book reading, among adults. Discusses reading habits, sources of reading material, and attitudes toward reading, as well as demographic information. Concludes that reading does not substitute for, but rather goes along with, involvement in other leisure activities. (JMF)

Assesses relationships between reading and television viewing of adolescents over a wide cross-section of socioeconomic levels. (JMF)

Tells how one teacher planned and organized a book fair for seventh-grade students, using visiting authors as an added attraction. Provides a suggested time line for planning and producing a book fair/author day. (JT)

Suggests that faculty advisers to student literary magazines attend to three areas (fiction content, feature materials, and page layout) to ensure a more balanced and successful student publication. (RL)

Presents ERIC documents that examine what goes into the textbook selection process, the outside influences on book selection, and some criteria that are used in the selection of books. (MKM)

Reports on the reading development of an avid reader from age 11 through age 14. (GT)

Results of a study conducted to determine at what level sixth-grade children selected trade books indicated that most children selected fiction and very few children selected books at frustration level. (MKM)

Discusses change in federal and state funding, staff patterns, and acquisition practices that influence collection development as reflected by responses to an AASL/RSTD/AAP survey. (Author)

Describes a table designed to further facilitate the classroom use of the cloze procedure. (FL)