The author describes what happened when he and his students spent a day with Jack Kerouac's "On the Road." By reentering the novel and moving along with it, the students pushed at or pushed away some academic boundaries, and re-discovered the fun and power of reading.

Considers the benefits and impact that come from reading texts aloud with other persons. Provides a plan by which partners can read books together aloud. Claims that this is a vital and habit-forming activity. (HB)

Demonstrates the value of reading aloud to high school juniors. Provides suggestions to increase the engagement, confidence, and ability of all students in reading challenging texts. Realizes that an individual's reading preferences are dynamic and that it is difficult to define someone as one specific type of reader. (SG)

Offers a plan for changing the perception among teenagers that reading for pleasure is an activity of their childhood past. Suggests an elective Reading Workshop that allows students to share favorite books and authors, to read aloud and listen to others read aloud, and to discuss their reading processes and decisions. (PRA)

Reports on a survey of nearly 300 high school seniors asked to reflect on their reading experiences, both inside and out of school. Demonstrates that students find assigned reading, especially Shakespeare and Dickens, unrewarding and painful. Discusses problems and solutions of contemporary teaching methods. Suggests that students be given a…

Recommends reading aloud to students or having them read aloud themselves as a way of stimulating their interest in what they are reading about and in reading itself. (JL)

Shows how plays can be modified and used effectively in remedial reading classes. (RL)

Offers practical suggestions for encouraging reluctant (and all) high school readers and writers. Advocates looking at student reluctance and motivation; understanding the process of reading; understanding that everyone learns differently; and that reading is a social act. Offers the response from a high school English teacher with a sampling with…

Argues that only by reading the same piece of literature at the same time, or by rereading jointly a passage from a work read earlier and in solitude, can students learn what reading strategies other readers use. Argues that reading can be assigned without destroying the spirit and energy of the reading/writing community. (RS)