Discusses the enjoyment of sentences and offers numerous examples. Wonders how many books in the reading profession are written to appeal to people who do not really read in the first place, from preschoolers to teachers to post-doc researchers. (SR)

Maintains that, despite their guilt about books they "ought to" be reading, teachers can trust themselves to guide their own reading in worthwhile ways. Offers a personal example of how reading books leads to more books. (SR)

Suggests that first impressions are a vital element in the reading process and offers illustrations from the journal of a 15-year-old student. (MKM)

Suggests that nonfiction, in the world of books for children and adolescents, has been far too narrowly (and too negatively) defined. Describes the author's nonfiction writing as "creative nonfiction" and demonstrates how she incorporates real life experiences, intensive personal reflection, and intensive research in her books. (SR)

Describes how the author helps his students understand the power of books and the impossibility of predicting what book will profoundly affect a person, by asking two questions: "What book made the biggest difference in your life?" and "What was that difference?" Describes the profound impact on the author's life of John…

Presents an adaptation of a speech given by broadcaster and writer Robert MacNeil at the 1994 International Reading Association Convention. Discusses attitudes towards language, reading and learning to read, and pleasure. (SR)

Discusses factors related to reading motivation. Offers suggestions to enhance students' motivation to read for enjoyment and information. (SR)

This bibliographic essay lists 51 journal articles and ERIC documents under the headings of Student Motivation, Teacher Motivation, Reading Motivation, and Teacher Reading. Some observations based on the literature are included. (MES)

Rethinks the concept of book reports, refuting most reasons for their use. Notes other, more enjoyable ways to teach the skills usually targeted with book reports. Offers guidelines to optimize learning and opportunities for success with book reports. (SR)

Maintains that teachers must encourage the lifetime reading habit at school in independent reading. Discusses several ways to do so, including cluttering up the classroom with reading materials, providing time for reading, and encouraging the reading habit throughout the year. (SR)

Reflects on the author's own personal background as a reader, including how television led her to more books and sparked her interest in a literary career. Discusses why, in a technological society, people care about literature. Argues that the Internet has its valuable uses, and that literature and technology can be good friends. (SR)

Presents a set of questions that are offered as suggestions to help students think and define themselves as readers. Notes that to encourage thoughtful, well developed responses, the questions should be spread out over a number of days or weeks. (RS)

This reading autobiography is by the developer of the well known Fry Readability Formula, and it enumerates the highlights of his varied career in education, from 1949, the year he graduated from college until the present time. The autobiography charts his beginnings as a teacher in public school (the custodian made more money than he did), his…

Muses about teachers' reading habits and their ability to trust themselves as competent, literate individuals. Refers to Howard Gardner's book, "The Unschooled Mind: How Children Think and How Schools Should Teach." (SR)

Contends that not all books are created equal--"Anna Karenina," for example, is worth more than Nancy Drew mysteries. Relates, in a personal narrative, that when this opinion was manifested in a newspaper column, hundreds of letters took issue with the idea. Reiterates that the literate teacher finds ways to convince students that…