Proposes that high school English teachers use adolescent literature to develop the reading interests of their students. (FL)

Investigates the applicability to upper primary school children of a multidimensional conceptualization of attitude toward reading that previous research has shown to be useful for characterizing the reading attitudes of secondary school students. (FL)

Argues that reading materials should fit the criteria of relevance, interest, and usefulness if children are to get maximum benefits from reading instruction. (FL)

Describes an inservice program designed to introduce elementary school teachers to good professional journals and to demonstrate to them methods of efficient and flexible reading of the journals so that they can find the most interesting ideas in a short period of time. (FL)

Annotates books selected by children from across the United States as their favorites from among 500 children's trade books published in 1979. Books are categorized as beginning independent reading books; books for younger, for middle grade, and for older readers; and informational books. One regional choice (a book popular with Missouri children)…

An author of books for reluctant adolescent readers discusses his style of writing and explores some of the issues--personal, sociological, and political--raised by the aspirations of teachers for more and better reading. (HOD)

A dozen recommended steps for organizing and running book fairs that develop student reading habits and reading interests. (RL)

Reviews ERIC documents concerned with the use of comic books in the classroom. (FL)

Reports the results of an interest survey given to children in four fifth and sixth grade classrooms to determine if the sex differences in interest reported by earlier researchers were still in effect. Found that differences in reading material preferences between males and females still existed. (FL)

Provides a rationale for teachers' use of reading for enjoyment as a means of developing reading ability and literature appreciation as opposed to a basic skills approach to teaching reading. (MKM)

Suggests that teachers need to make reading pleasurable, sell books, restructure the classroom environment, establish reading conferences, and limit the length of reading material assigned to students in order to reverse the reluctant reader phenomenon. (FL)

Seven scholars respond individually to these questions: Do you read many contemporary novels? If you do, whose novels do you read and for what reasons? If you no longer read many contemporary novels, why have you ceased to do so and what kinds of reading have supplanted them? (Editor/SJL)

Long time favorites of authors and audiences of picture books, mice are also central figures in novels for intermediate grades. This article provides an annotated bibliography of books for grades 2-12 showing mice and humans working toward a common goal, mice and humans in conflict, mice as survivors, mice rescuers, and mice in allegory. (PEN)

Offers a progressive list of reading and popular culture selections that chronicles (interspersed with a personal narrative) the intellectual and social development of one culturally literate adult who is now a member of the academic community. (PA)

Demonstrates the value of reading aloud to high school juniors. Provides suggestions to increase the engagement, confidence, and ability of all students in reading challenging texts. Realizes that an individual's reading preferences are dynamic and that it is difficult to define someone as one specific type of reader. (SG)