Offers 10 strategies to enhance reading skills through wildlife reference books and other literature. Lists 10 nonfiction and 33 fiction references as resources for initiating a positive relationship among children, wildlife, and reading. (MG)

This study examined self-monitoring strategies used by both developmental and non-developmental college students. Students were asked to describe how they know when they have completed a reading assignment, have studied enough for a quiz, and have studied enough for an examination. It was anticipated that at the beginning of the semester, the…

This article describes how teachers welcome a diminutive paper doll with outspread arms, bulbous cheeks, and exciting stories to share into their fold to help impart lessons both local and global. Often folded or laminated for protection and accompanied by photographs, the paper doll is part of the international mini-phenomenon known as Flat…

THE PURPOSE OF THIS ATTACHMENT TO THE FINAL REPORT OF THE FIRST PHASE OF THE INDUSTRIAL ARTS CURRICULUM PROJECT (VT 003 145) IS TO PRESENT OUTLINES OF DAILY READING ASSIGNMENTS FOR A 170-DAY COURSE IN CONSTRUCTION AT THE SEVENTH GRADE LEVEL. UNITS ARE -- (1) MAN REMAKES HIS WORLD, (2) MANAGEMENT IN CONSTRUCTION, (3) PRODUCTION IN CONSTRUCTION, (4)…

A TENTATIVE GUIDE UTILIZES THE SPIRALLY-ORGANIZED (SEQUENTIAL) APPROACH TO THE DEVELOPMENT OF CURRICULUM EXPERIENCES. THE GOAL IS TO DEVELOP RESPECT FOR THE WORK OF LITERATURE OVER THE THEORY OF LITERATURE. IT IS RECOMMENDED THAT IN THE SOPHOMORE YEAR THE STUDENTS LEARN TO IDENTIFY CONCEPTS AND UNDERSTAND HOW WRITERS PUT THESE CONCEPTS TO USE. IN…

Students need proper guidelines in their summer programs of reading and writing. In this secondary school summer reading program, at the Holderness School for Boys in Plymouth, New Hampshire, teachers decided to assign 16 books--four books to be read by students in each of the 4 years of English. Two criteria were established for book selection:…

Describes how to evaluate reading assignments so that teachers will know when and how to intervene. (MB)

Discusses how myth may be applied in the classroom to the reading of a popular novel, Felice Holman's "Slake's Limbo." (MM)

Discusses the findings of a questionnaire sent to 20 representative universities in the South Atlantic Modern Language Association to determine the content and utilization of reading lists for graduate students of Spanish. Discusses considerations to be made in preparing or revising the reading lists. (SED)

The relationship of minutes of reading instruction to the gains in reading performance for 3,374 elementary school children shows consistent positive findings between large- and small-group classroom instruction and reading gains. Some of the negative results for individualized instruction may be due to school assignment practices. (Author/MLF)

Provides examples of using the Directed Reading Activity as a framework for teaching students to comprehend literary text at varying levels of response. (HOD)

Contends that readings on social class in the United States are rarely given in college (with textbooks being "particularly weak" in this area). Lists and annotates 11 articles and books that may be given to remedy that situation. (PA)

Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Explains why rereading should be an integral part of instructional practice and student behavior. Recommends that teachers of secondary school students give students instructional guidance when asking them to reread a text. (MG)

Explores the advantages of using whole books in teaching basic English courses at Bergen Community College rather than workbooks and readers, using examples from student journals to illustrate students' reactions to their reading. Argues that longer works provide a context for critical thinking and reading exercises and a familiarity of character…