Describes the Young Hoosier Book Award program, which is designed to promote voluntary reading. Notes that schools across Indiana are deeply impoverished in terms of literacy resources for students and that school libraries are chronically underfunded and are in dire straits. (RS)

Reprints a classic article published in this journal in 1970. Considers the interplay between interest, motivation, and self direction on the one hand, and the reading levels concept on the other hand. Warns that the concept of reading levels is often focused on errors, and that this tends to distort perceptions with regard to the primary goal of…

A total reading program must provide for the sequential development of reading skills and the deliberate development of interest in reading. The prime means of accomplishing the goals of skills and interest in reading is use of a basal reading program along with independent reading. The basal reader is designed to provide for the sequential…

If children's satisfaction in and through books is not diminished by reading instructional practice or lack of reading proficiency, and if the thrust of reading enjoyment adds momentum to the instructional program, it is indeed within the realm of teacher expectation, of possibility and plausibility, that book awards for progress or achievement…

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)

Annotates 108 titles chosen by children as the best of 1984. (FL)

Lists 115 children's books for (1) all ages, (2) beginning independent reading, (3) younger readers, (4) middle grades, and (5) older readers. Titles were selected from a choice of 4,000 and voted on by children in five test areas. (JC)

This study collected data via a three-page questionnaire administered to active readers 8 to 12 years old and half-hour taped interviews. Questionnaire findings (general information, interests, recent reading, information network), interview findings (book experience, reading taste, libraries, help in reading material selection, lists, reviews,…

School administrators should realize that independent reading is an important and integral part of the language arts program, that it takes into consideration important skills and strategies, and that it requires risk-taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase…

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The…

Independent reading can serve as a practical context for linking vocabulary and comprehension and is a feasible strategy that complements other instructional approaches while it expands word knowledge in a naturalistic setting. Teachers should serve as reading models while students engage in silent reading, but teachers should also be cautious…

Discusses research on home literacy environments, the values of reading aloud, independent reading, literature and writing, and literature in the language arts curriculum. (RS)

Discusses concerns about the current state of elementary school reading programs. Suggests specific ways these programs may be improved for the benefit of children and society. Discusses priority of reading in the schools, beginning reading programs, remedial reading programs, staff development programs, and the incidence and quality of…

Describes the kinds of response teachers make as they interact with children during reading. Suggests a progression of teacher responses that will eventually result in independence. Focuses on strategic scaffolding because children's independent use of strategies is a critical educational objective, especially for children who experience…

Reading can become a central focus in family learning. Families should develop reading plans to encourage children to read. Families should develop their own home resource centers of books and other learning materials. (BJV)