Lectura y Vida: Revista Latinoamericana de Lectura, 2002 (Reading and Life: Latin American Reading Magazine, 2002).

Redaccion de Lectura y Vida, Lavalle 2116, 8 B, C1051ABH Buenos Aires, Argentina. Fax: 5411-4951-7508; e-mail: [email protected]; Web site: http://www.lecturayvida.org.ar; Web site: http://www.reading.org/publications/lyv/.

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Practitioners

Academic Achievement; Cross Sectional Studies; Elementary Secondary Education; Foreign Countries; Higher Education; Metalinguistics; Persuasive Discourse; Reading Instruction; Reading Materials; Reading Skills; Self Concept; Socioeconomic Status; Spelling; Student Attitudes; Teacher Education; Teaching Methods; Visual Perception; Writing Instruction; Writing Skills

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Articles in this volume include the following titles (translated from the Spanish): "Who Is in Charge of Teaching Reading and Writing at the University? Tutorials, Exam Preparation, and Class Synthesis in the Humanities" (Paula Carlino); "False Conceptions of the Linguistic Abilities, Values, and the Culture of Girls and Boys from Poor Families" (Mabel Condemarin); "Teaching Reading and Writing as an Act of Awareness Building" (Margarita Drago); "The Computer as a Resource for Learning Reading and Writing--YUYITO: A Support Program for Learning Reading and Writing Skills" (Silvina Romero); "In-Service Training of Teachers: The Cornerstone of Institutional Dynamics" (Sara Elisa Oviedo); "What Are We Thinking of When Training Mediators Who 'Know How to Select' Reading Material for Children?" (Cecilia Sehringer and Brenda Griotti); "Linguistic Knowledge and Metalinguistic Reflections: The Role of Conceptualization with Regard to Syllabus Structures in Teaching Reading and Writing" (Raul Hachen); "Text Interpretations by Children: A Challenge for and a Key to Teaching" (Violeta Romo de Munoz); "Evaluation of Attitudes toward Reading in University Students" (Maria Carolina Kussama Pellegrini and Fermino Fernandes Sisto); "Self-Concept and Academic Achievement: A Study with Primary School Teachers and Students" (Veronica Villarroel Henriquez); "Reading for Understanding and Learning in School" (Patricia S. Ratto); "The Slow Process of Writing. A Cross-Sectional Project: Learning to See through the Eyes of Joan Miro" (Alicia Dieguez Bredle); "The Autonomy of the Reader: A Didactic Analysis" (Delia Lerner); "How to Read an Image: The Development of Visual Abilities and Reading through Illustrated Books" (Evelyn Arizpe and Morag Styles); "The Issue of Reading in the Training and Continued Education of Teachers: Comments on Two Experiments" (Maria Eugenia Dubois); "Learning Strategies, Reading Comprehension, and Academic Achievement" (Maria Cristina Rinaudo and Antonio Gonzalez Fernandez); "Metacognitive Reflections on One's Individual Performance" (Nilda Perez Taboada); "The Reading and Writing Skills of Teachers: A Case Study with College Literature and History Teachers" (Guadalupe Lopez Bonilla and Mara Rodriguez Linares); "Electronic Text: The Disappearance of the Printed Word or the Emergence of a New Literary Force?" (Norelkys Espinoza and Oscar Alberto Morales); "Dialogue and Confrontation in Producing Written Texts" (Mabel Pipkin); "A Didactic Sequence for Teaching Written Argumentation in 8th and 9th Grade" (Mariela Rubio and Valeria Arias); and "Spelling: One of the Problems in Writing" (Mirta Torres). Each of the four issues includes a section on child and youth literature, an overview of books and magazines, a news bulletin, and a forum on upcoming events. (AS)

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