Discusses books chosen by teachers to read themselves during sustained silent reading. Selections are arranged under the following headings: professional books, activities books, and children's literature. (FL)

A 20-item scale, based upon the Estes Reading Attitude Scale, was constructed to measure elementary students' attitudes toward reading. Results supported its reliability and validity for third, fourth, and fifth graders. (The scale is included). (JKS)

Data from a comparative study of media use and preferences in two Tennessee towns reveal significant differences in media preferences and challenge some lingering stereotypes about the homogeneity of a small town's use of its daily newspaper. (GT)

Reports on a survey of nearly 300 high school seniors asked to reflect on their reading experiences, both inside and out of school. Demonstrates that students find assigned reading, especially Shakespeare and Dickens, unrewarding and painful. Discusses problems and solutions of contemporary teaching methods. Suggests that students be given a…

Explores the educational contexts in which boys and girls make their reading choices. Finds that girls read more and read narrative fiction almost exclusively, while boys read less but in a wider number of genres. Examines the effect that teachers or curriculum have in supporting or challenging gender preferences for reading material selections.…

Examines the readers' perspective on series books for children/adolescents based on 142 interviews of people who read for pleasure. Concludes that public and school librarians should help develop literacy by encouraging free voluntary reading, rather than automatically condemning series books. (AEF)

Investigates the reading behaviors and perceived reading status of 42 teacher education majors. Finds that teacher education students, whether labeling themselves as "frequent" or "occasional" readers, view themselves as readers in a literate society who will serve as role models to promote literacy in prospective students.…

Describes how one teacher became a risk taker and changed the English curriculum that was not working for her at-risk high school students. Describes a reading program which built on students' small successes, extended their personal interests through tradebooks, and provided them with reading strategies they could use in other classes. (RS)

Examines 773 elementary-age children's choices of hard- and paper-backed trade books to determine cover preference. Reveals that paperbacks were preferred. Notes that children's reasons for selecting books did not significantly differ by sex, race, grade level, or any combinations. (RAE)

Noting the difficulty for many parents to spend "quality time" with their children, shows parents how to get into the habit of reading with their children. Explains how to begin, where to find suitable books, how to select topics appropriate to the child's age and interests, and how to find the time in busy schedules. (TJQ)

A study of 127 French immersion students in Alberta found over two-thirds never read in French for pleasure outside school, a finding not influenced by gender, French reading achievement, or attitude towards reading in French. However, students benefitted from some methods used by teachers to stimulate reading. (51 references) (Author/MSE)

Discusses research on young adults' reading interests, their nonfiction reading interests, interest in nonfiction across ability levels, sex differences in nonfiction reading interest, pleasure versus curriculum, and the role of teachers and librarians. (RS)

Discusses responses of undergraduate students in an American literature course to inclusion of ethnic reading selections. Finds that two themes--family and social justice--were touchstones to choose reading selections that older adolescents find personally meaningful. (RS)

Discusses the problems inherent in the teaching of young adult literature courses. Describes a collaborative project designed to allow preservice English teachers access to younger students to get a better idea of student reading interests. (HB)

Seventeen prominent educators recommend favorite works they think all teachers should read, explaining why. The books range from science fiction to morality to Ghandi. Several are newly published, some are classics. The article concludes with a list of the recommended titles, including publishers, suggested list prices, and phone numbers for…