English Journal - Volume 49, Issue 1, 1960

Is the Advanced Placement Program effective? What are its advantages? The author, a member of the faculty of the Graduate School of Education, Harvard University, writes from experience in teaching Advanced Placement classes at Walnut Hills High School, Cincinnati, and at Newton High School, Newtonville, Massachusetts. In addition, Dr. Sauers erved on the Advanced Placement Composition Committee for five years.

An interesting way of helping students to apply grammatical concepts in building their own sentences is explained in this article. Dr. Wolfe, a professor of English at Brooklyn College, is a well-known author of textbooks for high school English.

Most teachers would agree that the prospect of teaching the novel to low-ability ninth graders is formidable. How one teacher met the challenge is described here. When this article was written, Mr. Dunning was teaching at the Florida High School, Tallahassee, Florida. After receiving his Ph.D. in English education at the Florida State University last June, he was appointed as an assistant professor of English education at Duke University.

Research leaves little doubt that poor reading is a prime factor in unsatisfactory work in various school subjects. The problem of the handicapped reader in high school has so many facets that no one is likely to agree with any one set of solutions. However, readers will find in this article a number of concrete suggestions for materials, procedures, and administrative arrangements that may help the student crippled in reading. Mr. Mingoia is the reading coordinator for the Barstow, California, Public Schools