The reading process includes the ability to choose from a range of purposes, types of materials, and circumstances under which to read. (DD)

Discusses some of the values of literature and provides examples of rewarding experiences for learners to help them develop lifelong interests in reading. (Editor)

The author suggests that librarians should start applying discriminating judgement and sensitivity in choosing books for young adults. Reading material should be selected that is both popular in theme and acceptable in style and presentation. (JPF)

Discusses the many world-wide stories of Cinderella, contrasting the American version with other versions in different eras and cultures. (MB)

An annotated list of 33 books chosen by sixteen- to nineteen-year-olds from a list of 300 newly published books. (DD)

The unity of past and present provided by historical novels changes reading about history from dull lessons to interesting stories that youngsters can emphathize and identify with and that, in many cases, strongly relate to their own experiences. (Author)

Describes a "readathon" (using some of the walk-a-thon techniques) during which 100 students in a small, rural community read books for various periods of time to help raise money to buy books for the school reading lab. (JM)

Suggests that the most important factor in a child's learning to read is an environment (ideally in the home, but also in the school) which fosters reading for enjoyment. (JM)

The article questions the increased use of highly structured instructional reading programs for hearing impaired students and suggests there is also a need for holistic approaches, such as the Adaptation of a Sustained Silent Reading approach to develop student skills and interests. (Author/DB)

Nine books for young readers are reviewed. Ten books for teachers, ranging in subject from personal narrative to professional development, are also reviewed. Publishers and list prices are given. (JL)

Suggestions are provided for parents of ways in which they can use the television to encourage and improve their child's reading. Activities include: discussing television characters; watching television specials geared for the child's age; and researching favorite television stars. (CB)

Suggests humorous ways to generate student interest in literature such as creating advertising campaigns for characters in fiction. (SRT)

Discusses how romantic novels can be used to generate interest in the secondary school classroom. (DF)

Reports on the responses of children in Northern Ireland to "The Twelfth Day of July" by Joan Lingard, a contemporary novel set in their own country. (HOD)

Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…