Explains how a guided independent reading program became popular with junior high school students. (SW)

Compares the reading interests of middle school Black and White students from the same socioeconomic background. Concludes that there is a high correlation between being Black and choosing certain books and being White and choosing other books. (FL)

A random sample of 330 members of the Association of Teacher Educators evaluated that organization's national journal, "Action in Teacher Education." Findings of the survey are reported, including a breakdown of the ratings given to various sections of the journal. (PP)

Provides a rationale for incorporating the use of trade books in the elementary school reading program and offers suggestions for establishing classroom conditions that encourage students to read silently, promoting an interest in books, and assessing individual student success with silent reading. (HOD)

Concludes that there are fewer differences in children's reading preferences between sex, age, and nationality than educators have been led to believe. (FL)

Addresses the issue of literature appreciation and the role of English teachers in encouraging that appreciation. (AEA)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Discusses a number of children's books that can be used in conjunction with basal readers to enhance students' reading skills. Presents ideas under the following categories: multiple meanings, skills reinforcement, repetition of sounds, patterned language, and interest in words. Includes an extensive bibliography. (FL)

Concludes that both boys and girls benefited from reading sex-appropriate content as opposed to content that was self-selected. Confirms that strong group feelings about reading exist outside a sex-typed pattern of interests. (FL)

Outlines a program for incorporating oral interpretation activities into an elementary school curriculum. (RL)

Suggests that town and small city audiences differ from rural, farm audiences in some newspaper content preferences. (RL)

As part of an ongoing study by William Paterson College, 700 New Jersey children (Grades 4-5) were surveyed about their reading interests. Age and sex remain the major factors influencing children's topic choices; some rural-urban differences were also found. Related primary grade findings are included. (SJL)