Describes the development, validity, reliability, and selected uses of a high school reading attitudes scale. Provides a sample of the scale. (JT)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Describes how Uninterrupted Sustained Silent Reading has been successfully incorporated into college reading classes with developmental learners as an authentic method of assessing and improving students' attitudes toward reading. (SR)

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

Although a junior high school sustained silent-reading program showed no effect on student reading achievement, significant differences on four reading attitudes between students in that school and students in schools without such a program were considered tangible evidence supporting continuation of the program. (JT)

Argues that social studies teachers must share a role in promoting long-term literacy. Suggests that teachers include literature as part of the instructional program; use a wide variety of materials during class time; read aloud to students regularly; and avoid conditions that dissuade students from reading. (RS)

Presents four teaching suggestions: a thinking twist on the multiple-choice question; building active readers through debate; two-column response to literature; and motivating a soldier to form a reading habit. (SR)

Suggests ways principals can work cooperatively with teachers to support independent reading as an important and integral part of the language arts program. (SR)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

Suggests that when middle school teachers put greater emphasis on study skills, their students profit from greater confidence and understanding. (AEA)

Examines the attitudes of college undergraduate and graduate students who are specializing in reading and clarifies their values regarding reading instruction. (RB)

Contains a discussion on how television networks are working to motivate their audiences to read; a plea for equal emphasis on all reading skills in reading programs; a report on the readability of three reading journals; and a formula for assessing "anticipatory reading" ability. (JT)

Tells how one teacher planned and organized a book fair for seventh-grade students, using visiting authors as an added attraction. Provides a suggested time line for planning and producing a book fair/author day. (JT)

Shares experiences from three teachers in the following articles: "Integrating Content Area Skills with Fiction Favorites" (Hilda E. Ollmann); "Turning Teenagers into Reader Response Researchers" (Sharon Kane); and "Increasing Student Awareness of the Importance of Reading" (Rose Katz Ortiz). (MG)