Reports that junior high school students who spent an entire school year in a formal sustained silent reading program made dramatic increases in reading ability and interest. (AEA)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

A survey shows that for adults, reading is not a substitute for human contact: the socially isolated read less. (MKM)

Argues that as reading is taught increasingly as a tool, the delight that comes from personal literacy is becoming obscured. Argues that bringing personal values and experiences to poetry is an important way for students to discover the meaning of a poem. Describes how students can "map" their reading journey. (RS)

Reviews secondary school reading research in reading comprehension, vocabulary development, reading interests and habits, textbooks, teaching procedures, and reading in content areas published between 1959 and 1988 in Nigeria. Looks at Nigerian research results from a global perspective. Suggests areas for future research. (RS)

The purchase of $3,500 worth of paperback books led to 70 percent participation in an Ohio high school reading program run by the library-media center. (An annotated sampling of paperback titles purchased for the reading program is provided.) (MKM)

Describes a high school developmental program in which newspapers are used to motivate students to read. Discusses how this approach helps improve students' reading and study habits and boost their attitudes toward reading. Identifies four general reasons for students' negative reaction to traditional reading skills material. (JD)

Reviews physical and mental factors that influence the reading habits of older Americans. Discusses their motivations for reading, reading programs for institutionalized elders, ways to encourage older people to use the public library, and other ways to encourage older people to read. (SKC)

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

Surveys elementary, middle, and high school teachers to discover their professional reading habits, what influenced them to read or not read, and whether they felt encouraged or supported in reading for professional growth. (SR)

Describes community involvement projects around the world which supply children with reading materials and special instruction. (MKM)

Summarizes the history of American magazines for children and adolescents from the eighteenth century through the present, and notes that although young people's magazines may come and go, they always reflect the times. (HOD)