Explores how asking students to abstract a theme statement from a literary text as a main reading objective can actually disempower students' reading experience. Bases the claims on original research on how 288 readers read a short story. Considers how teachers might more profitably talk about theme. (HB)

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)

Considers reasons that teachers and students alike do not read for pleasure. Lists three steps to address this: defining the teacher's reading philosophy; defining students' reading philosophies; and fusing reading research and curricular expectations. Describes how the author focuses her curriculum to accommodate more reading. (SG)

Suggests that slowing down the pace of reading instruction may help to make students lifetime readers. (DD)

Offers five suggestions gleaned from research that can help teachers to develop in their students a life-long interest in reading. (PRA)

Explores the early childhood through high school reading experiences of teenagers. Provides details about favorite books, television viewing habits, and students' memories. Provides the results of a survey and explores how students who like reading got that way. (PRA)

Describes the literary lives of four adolescents and explores the reasons why students stop reading as they get older. Discusses what teachers can learn from the opinions of their adolescent students. (PRA)

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Levels of comprehension skills in the reading of literary works are identified and represented in a set of questions comprising an informal reading inventory. Literal and inferential levels of comprehension are explained, and ground rules for developing a set of inventory questions are presented for use. (DF)