Reviews the research on readability, suggests these findings as one basis for curriculum change, and summarizes some of the factors from this research that can make a test more readable. (MB)

Increasing censorship activities and their sources are discussed. Strategies to respond to book banning include: (1) establishment in schools of a written selection policy; (2) development of a role for educational organizations in counteracting unnecessary censorship; (3) provision for parents to examine textbooks before purchase; and (4)…

The German Nazis took power in a country thought to be one of the most educationally and culturally advanced on earth. Books and stories for children that help them explore ethical questions about the Holocaust are discussed. (PP)

Books can be a starting point for parents who want to help their children deal with unnerving experiences during the first few days of school. Books and stories for children about starting to school, making friends, handling bullies, and other subjects are recommended. (PP)

Examines research on teacher effectiveness and comprehension instructional strategies and proposes six principles for the development of reading comprehension instructional methods and materials. (FL)

Books for children to read during the summer are recommended, including "Learning's" choice of the 10 best new books of the year. Selections range from fairy tales and picture books for very young readers to books suitable for adolescents. (PP)

Examines a professional journal's treatment of the relationship between elementary teachers and commercial reading materials. Findings are divided into 10-year increments from 1924 to the present. (HTH)

Suggests implementation of wide reading programs so that social studies teachers can accommodate various reading levels in their classrooms. Options include parallel texts at different levels, tapes of readings at lowest levels, and individual reading of articles and books at different reading levels. (KC)

Lists and annotates seven new adult books of interest to high school readers; the books include works of fiction, biography, nature study, language study, and history. (GT)

Discusses elements other than reading level that can affect ease of understanding vocational materials. Groups these elements into four major areas: (1) vocabulary, (2) sentence structure, (3) organization (the way sentences are arranged into paragraphs), and (4) relevance (the way the author relates the topic to the reader's experience). (LRA)

Examines the representation of Algerian and French authors in an anthology used as a textbook in the third year of the secondary cycle in Algeria's educational system. (AM)

Analyzes the relationship between amount of time devoted to leisure reading by Irish elementary school children and a series of personal, home, and school variables. Reports that reading consumed 5.4 percent of available leisure time and that the variables considered accounted for only 22.9 percent of the variation in time in book reading. (MKM)

Notes certain disquieting trends that affect the publication and the reading of children's books; discusses a number of reasons why children read, including for information, to please adults, for instant gratification, for illumination of self, for escape, and for reassurance and deep satisfaction of a vicarious triumph. (GT)