The author summarizes a research review conducted at William Paterson College. Information is presented on the amount of time spent watching television, types of programs preferred by different age groups, and the impact of television on reading habits and achievement. No consistent relationship between TV viewing and achievement was found. (SJL)

Valgardson discusses his attitudes toward his work and toward the teaching of writing. (RL)

Contains a discussion on how television networks are working to motivate their audiences to read; a plea for equal emphasis on all reading skills in reading programs; a report on the readability of three reading journals; and a formula for assessing "anticipatory reading" ability. (JT)

Recounts how three publications influenced the career of a reading specialist. (JT)

Tells how one teacher planned and organized a book fair for seventh-grade students, using visiting authors as an added attraction. Provides a suggested time line for planning and producing a book fair/author day. (JT)

Recommends using literature to increase elementary school children's interest in reading and to provide them with forms and patterns for writing. (FL)

Teachers and parents who enjoy reading are the most potent force for developing reading enjoyment in children. Children should have easy access to attractive, well written books and be able to enjoy them without worrying about reading pace and comprehension questions. (JD)

Describes activities with paperback books that have succeeded in practice with 10- to 12-year-old children and provides a suggested booklist. (MKM)

Provides suggestions for science teachers, reading teachers, and librarians on how to share their knowledge and come up with interesting books for science students to read. Includes an inventory to determine students' science interests, with an appropriate book suggested for each item. (MKM)

Presents a preliminary readability study of 20 popular comic strips as evidence that many comics do provide easy reading material for reluctant disabled readers. (FL)

Notes that science fiction has evolved into a literature of serious social commentary while still preserving its origins of romantic escapism and intriguing gadgetry. Argues that science fiction now looks more closely at life on Earth. (FL)

Reports on the reading development of an avid reader from age 11 through age 14. (GT)

Results of a study conducted to determine at what level sixth-grade children selected trade books indicated that most children selected fiction and very few children selected books at frustration level. (MKM)

Describes ways that a library can be used as an integral part of a school reading program. (MKM)

Children in third grade were queried for their reactions following the teacher's reading of "Pippi Longstocking." (HOD)