Investigates the reading genre preferences of 254 male and female high school students in Pennsylvania. Draws comparisons with similar research done 10 years earlier. Finds a substantial change in reading interests. Notes the top 10 areas of interest are adventure, horror, mysteries, humor, murder, love, fantasy, crime, sports, and movies. (RS)

Describes the weekly book talks scheduled in ninth-grade English classes, in which invited faculty and administrators share a favorite book, thus exposing students to enthusiasm for reading, shared interests and reading habits, and a wide array of reasons for reading. (SR)

Considers the differences between young adult and adult books and maintains that teachers must be familiar with young adults' tastes for both. Suggests that traffic between these publishing divisions is a two-way street, with young adults reading adult books and adults reading young adult books. (TB)

Suggests books and other materials that are interesting and supportive for struggling readers and reluctant readers, in several categories: repetitive texts, texts that can be performed, and popular texts that have particular appeal for reluctant readers. (SR)

Documents the multicultural children's literature preferences of low-ability African and Hispanic American fifth graders. Finds that while the African American students showed a strong preference for culturally conscious (authentic) literature, the Hispanic American students rated these books less favorably. (RS)

Details the results of allowing student choice in reading and writing. Contends that introducing choice late in a student's schooling complicates that student's ability to reap the full benefits of autonomy. Concludes that choice as a key component of teaching reading and writing is problematic in a traditional setting filled with prescriptive…

Describes how a film and a book containing a collection of letters written by soldiers stationed in Vietnam can be successfully used in the reading and writing classroom. (KEH)

Uses four case analyses to develop a historical, composite portrait of highly proficient college freshman readers, providing a data base from which reading behavior, attitudes, interest, and experiences can be described, discussed, and analyzed. Confirms all that has been learned, through current research, regarding language and the reading…

Analyzes over 2200 written responses from ballots for the "Young Adults' Choices List" which indicated that the students "really liked the book." Finds that most students were able to articulate their preferences, that they liked "problem novels" and books with teen protagonists, and that subjects of interest were…

Examines four components of motivation (relevancy, expectancy, satisfaction, and interest) and discusses these components in the context of reading motivation. Offers strategies to engage students' interest and highlights several areas to consider when planning interest-promoting activities. (MG)

Books identified as especially interesting and challenging for elementary-level gifted students are reviewed, within four categories: books that challenge language development, encourage creative and imaginative powers, provide non-stereotyped role models, and provide how-to skill training in a variety of interest areas. Each title has an…

The impact of the sex of a story's main character on boys' and girls' reading interest and comprehension was studied with 540 fifth graders. A strong sex-of-reader/sex-of-main-character correlation was observed on the interest measure, while it had no effect on reading comprehension. (TJH)

Investigates how discussion influences young children's preferences for science texts. Finds that discussion can result in the preference for a science text that students may initially find of limited interest or even unappealing. (SR)

Reviews 7 picture books and 15 chapter books that should appeal to readers in the intermediate grades. Discusses how the skills and interests of readers of this age are changing. (MG)

Some factors that should be considered when science teachers produce materials for their students are presented. Readability and the key aspects of language (vocabulary, sentence structure, textbook or examination style, and organization and presentation) are discussed. Directions and the graph needed for estimating the reading level of materials…