Muses over how many books bought are actually read. Reflects on factors involved in the decision not merely to buy books but to read them. Notes that some people maintain that most of what is actually read is pap. Wonders whether reading teachers should pay more attention to what people read, as well as how people read. (SR)

The assumption that book title choices can be used for identification of pupil interests is supported. (RB)

Presents information on documents in the ERIC system concerning adolescent literature and the reading interests of high school students. (RB)

Describes three junior novels, "The Contender,""Harlem Summer," and "Mary Jane," to use in motivating Black disadvantaged students to read. (MKM)

Suggests using materials dealing with sports in a variety of ways in content classes to improve reading and critical thinking. Provides specific suggestions for using sports in English, mathematics, social studies, science, and health classes. (MKM)

Notes that major trends and characteristics of youth literature in the Federal Republic of Germany today are reflected in best selling books dealing with one of the following topics: terrorism; minorities and other outsider groups; the career world; and personal psychological conflicts intertwined with social issues. (MKM)

Discusses Janice A. Radway's "Reading the Romance: Women, Patriarchy and Popular Literature." Argues that reading educators should consider a more general premise embodied in the book: in order to understand the appeal (or lack of it) of certain books, then educators first need to understand what the books are for the students who read them. (RS)

Describes an informal reading inventory designed especially for secondary students which includes silent reading passages and an interest inventory. (MKM)

Discusses several junior/young adult books which deal with teenagers' problems and have strong appeal to young readers. (MKM)

Describes a reading program geared to meet the current needs and interests of inmates aged fifteen to 45. Also discusses implications derived from the program and of benefit to other reading instruction. (TO)

Describes how series books such as "Nancy Drew,""The Hardy Boys," and Horatio Alger stories can be the basis for lessons on critical reading. (MKM)

Presents the findings of a study of urban and suburban students' reading interests. (DD)

Presents brief annotations of the 31 books chosen most often by middle, junior, and senior high school students. Notes that problem novels abound and that romantic fiction, sports, fantasy, science fiction, historical fiction, and nonfiction are included. (RS)

Evaluates the reading habits and interests of delinquent adolescents in a Georgia youth offender center. (RB)

Annotates 15 nonfiction books of interest to adults with fourth to tenth grade reading levels. Titles are arranged in five categories: biographies, self-development books, psychology, science, and education. (FL)