Suggests ways that transactional learning can be reflected in staff development practices. Addresses issues raised during attempts to implement a whole-language staff development program. Contends that what unites whole-language teachers is a unique but common orientation toward instruction and curriculum and that this orientation can be reflected…

Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

Presents a remedial program model which helps to alleviate students' diagnosed skill deficits using activities and materials directly connected to their content courses. (ARH)

Examines ERIC resources for teaching about death and dying. (FL)

Second of a seven-part series recounting disatisfaction with traditional means of teaching literature to the disadvantaged. Also identifies three approaches which aim at reform. (RB)

Discusses making content area reading an integral part of the curriculum. Discusses objections, fads, critical skills, and implementation. (SR)

Describes how the Comprehension and Cognitive Development Program (CCD) has evolved in the middle and high schools of the Kansas City, Missouri, school district. Provides a rationale for including specific components of the program. Demonstrates (with selections from teacher portfolios) the effect that the program has had on teachers' thinking and…

Recounts the history of Pennsylvania's attempts to invoke large-scale changes in language-related instructional curricula. Discerns patterns among school districts in terms of literacy instruction as well as in factors that seem to be associated with successful change processes. (RS)

Describes early computer assisted reading projects, reports on subsequent research, and suggests directions for future curriculum development. (FL)

Discusses several articles on the issue of introducing gay and lesbian literature into the curriculum. (SR)

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Presents various suggestions for the use of newspapers in classrooms at all educational levels, from preschool to adult literacy programs. (NKA)

Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (RS)