A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Seven well-known people describe their early experiences with books and reading and tell how they became avid readers. (MD)

Describes a behavior modification program aimed at encouraging students to increase the frequency of leisure reading done at home. (EL)

Suggest that teachers start the school year,each school day, and each daily reading lesson with reading activities designed to motivate student interest in reading. Offers ideas for use at each of these times. (FL)

Parents have an important role in their child's early preparation for reading. To help children develop positive attitudes towards reading, parents can read aloud, talk and listen to their children, show good reading habits, play with their children, and take field trips. (DF)

Discusses prereading activities, citing the book "Too Late the Phalarope," by Alan Paton, to help improve student reading comprehension and enjoyment. (HTH)

Describes an alternative approach for initiating a reading program at the beginning of the school year that urges teachers to defer formalized instruction for two or three weeks and to use informed activities instead. (FL)

Describes an effective procedure for getting "print-bound" poor comprehenders to attend actively to meaning while reading and to improve their comprehension and attitudes toward reading. (AEA)

Discusses several ways teachers can use picture books for teaching prereading and reading skills. Reviews several such books. (FL)

Emphasizes that consideration of students' reading attitudes is an essential part of reading assessment. Discusses different ways of conceptualizing reading attitudes that teachers might find helpful and makes suggestions on how teachers can actually measure the attitudes of their students. (AEA)

Suggests 12 activities to make humor an integral part of the reading/language arts curriculum. (MKM)

Criticizes the lack of good literature in popular basal series and advocates the reading of good fiction as vital to producing an active, responsive reader. (MKM)

Suggests that the acronym "SCIENCE" may be used as a guide to evaluating seven factors that should be promoted by a reading program: success, curiosity, interest, enthusiasm, nurture, challenge, and enjoyment. (MKM)

Creative ways to motivate students to read and report on books include having them retell the stories differently, invent products related to the stories, share snacks like those the characters ate, illustrate action from the story, write imaginary conversations between themselves and the characters, and turn the stories into short skits. (SM)

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: For the last three years, in the Flowing Wells Schools in Tucson, Arizona, Reading Specialists Susan Heintz and Carol McPheeters have directed a continuous program which involves a total schoolwide commitment to developing positive feelings toward reading. The name of this program is "Paperback…