Discusses ways in which reader response journals can be useful as a teaching method. (SRT)

Describes the information gained during a study of 11- and 12-year-old remedial readers. Reflects upon the ways in which adolescents who are considered to be underachievers as readers' perceive their own reading abilities. (MG)

Discusses teachers' intentions and practices, parental involvement in the teaching of reading, and the consequent view many children develop of reading as a low status activity. Suggests that teachers' reliance on commercially produced teaching packages for reading denies the intrinsic value of reading, which they claim to be so important. (MG)

Explores teachers' enthusiasm for books to determine whether they have the kind of enthusiasm which would be a positive force in developing positive attitudes to reading. Stimulates teachers to consider their own reading and how it is reflected in the classroom. (MG)

Describes a program designed to facilitate the conditions whereby children in a small rural village school could perceive pleasure and purpose in literacy and thus create a climate of positive motivation resulting in productive reading and writing activities. (RS)

Notes problems in measuring attitudes about reading, critically examines some existing measures, and discusses the relevancy of such measures for classroom use. (GT)

Gathers information about children's reading habits against the background of the Standard Achievement Tests (SATs). Questions three children in each of four schools in England on their reading habits. Notes that few of the children associated reading with pleasure. Suggests that schools can never rival the potential of the home for encouraging…

Evaluates one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. Focuses on the reading attitudes and behavior of 61 children who attended Read It Clubs in 1998-1999. Concludes children enjoyed the Read It Clubs they attended, valued the experience, and believed they gained from it. (RS)

Reports on a project to increase reading frequency in the home among working class disadvantaged White children. Concludes that in spite of many adverse factors decreasing the likelihood of increased reading frequency, the majority of families became and stayed involved with the project over its three-year span. (SRT)

Reports on an interdisciplinary unit of study for British second-year junior students dealing with trees. Claims the unit developed the appreciation and fascination that reading materials can offer and demonstrated the multifarious uses for which reading can be employed. (SKC)

Explains that if the ability to read in the fullest sense can be fostered from infancy in and out of school, children will grow to be the highly literate society of tomorrow. (DF)

Compares the reading attitudes of students with reading difficulties to teachers' impressions of their students' reading attitudes. Finds that teachers underestimate their students' positive attitude toward reading activities and that structured observation by teachers may increase teachers' knowledge of students' attitudes. (RS)

Outlines an observational album assessment device, which describes children's reading behavior, taking into account attitudes, responses and strategies to produce a profile of each reader's achievements. (NH)

Argues that real books attract, intrigue, and illuminate their young readers, making them laugh, touching their feelings, and clarifying situations. Argues that real books provide many lessons about reading, about print, about text, and about life. (RS)

Reports on reading research studies conducted in Great Britain during 1979, noting that two areas have attracted much more attention recently--reading comprehension and the importance of motivation. (HOD)