Describes the various responses to literary works that are possible; encourages wide reading. (DD)

Muses on whether a literature teacher's primary function is to instill an appreciation of literature in students or to involve students in the act of reading. (SR)

Elaborates on problems in the book industry. Describes current trends in publishing and future possibilities for the book industry. (EL)

Recounts a childhood experience that helped develop a sense of delight in an author's choice of diction. (EL)

Discusses the great role that nonfiction plays in the leisure reading habits of today's teenagers and suggests that teachers should provide recommendations of this material. Describes several works of contemporary nonfiction appropriate for the young adult audience. (JD)

Five librarians discuss ways of increasing the lines of communication between English teachers and librarians to promote reading as a lifelong learning habit. (RL)

Examines the role of pleasure reading in the development of young readers and, more specifically, the role of series books, such as Nancy Drew and the Hardy Boys. Provides suggestions for teachers on their role in cultivating series books as a form of pleasure reading. (TB)

Examines the reading habits of middle school and high school students, presenting two case studies conducted by two new teachers. Shows that students read more than they are generally believed to read but their reading interests are not often tapped in school. (TB)

Suggests that educators need to accept that the young adult audience is unique and find a way to deal with it in order to create a literature from which teenagers can expect to gain a satisfying "sense of comradeship among equals." (SG)

Examines the health of literature, both in the market place and in the schools. Contrasts the pervasive effects of uncensored popular literature with vigorous efforts to censor the classroom study of literature. (RL)

Relates the experiences of students who loved to read as children, but grew to dislike reading as they passed through junior high and high school. Suggests having students compile a personal anthology of works of their choice rather than assigning them specific readings which they do not select. (PRA)

Reviews the work of an increasingly prominent writer of young adult literature, Chris Lynch, whose gritty realism has made him an object of both controversy and admiration. (TB)

Describes how one teacher observed her students and tried to draw educational conclusions about their behavior. Gives particular attention to the reading habits of students and the ways one teacher tried to foster reading among students. Advocates teacher research as a way of raising awareness among teachers. (HB)

Offers five suggestions gleaned from research that can help teachers to develop in their students a life-long interest in reading. (PRA)

Explores the early childhood through high school reading experiences of teenagers. Provides details about favorite books, television viewing habits, and students' memories. Provides the results of a survey and explores how students who like reading got that way. (PRA)