Reports on a survey of elementary school teachers concerning their reading habits and their attitudes toward reading and reading instruction. (FL)

Argues that consideration for the amount of risk taking a child can productively tolerate can have direct implications for designing the structure of a reading session in such a way that the child experiences success. (FL)

Investigates book selection strategies of fourth graders involved in a literature-based reading program. Examines types of information that guided the students' selections. Finds that the program was a motivating factor for students because their attitudes toward reading improved. Notes that to maximize reading growth, students should be reading…

Outlines the steps in presenting a "book talk." Argues that it can be an effective way to broaden children's awareness of literature while developing their verbal skills. (FL)

Argues that, to transform students into lifelong readers, teachers must conceive a plan to motivate students to develop positive attitudes about reading. Cites self-efficacy as particularly pertinent to motivation. Reviews the research on self-efficacy to examine which instructional strategies are most effective in literacy education. (PA)

Examines the relationship between pre-service teacher attitudes toward reading and the number of reading methods and other reading- and language-related courses they have taken. Finds pre-service teachers possess only moderately positive attitudes about reading. Finds no relationship between reading attitude and the number of courses taken. (RS)

Attempts to isolate student and family characteristics that might have an impact upon student achievement in the Chapter 1 reading program. Finds that the most important characteristics are student's self-concept; ability to take a risk; effort; study habits/time management/organizational skills; and attitude toward reading. Finds parent's…

Uses an open-ended questionnaire to examine college developmental reading students' attitudes toward reading, their self-concepts related to reading, and their recollections of learning to read, both at home and at school. Suggests that there is a relationship between self-concept and academic achievement. Discusses pedagogical implications. (RS)

Proposes a technique that allows students to identify with a character in a story as a method of encouraging them to read. Lists prereading and follow-up questions for use with the technique. (FL)

Concludes that branched stories, which involve the reader actively in a story, can produce better attitudes toward reading on the part of elementary school students than stories from basal readers. (FL)

Discusses the methodology and results of a study in which elementary school children were questioned before and after a series of tutoring sessions about how they would teach their children to read. After tutoring, the students showed increased recognition of the importance of reading aloud and using interesting materials. (HTH)

Discusses attitude development, symptoms of poor reading attitudes, and ways to remediate poor attitudes. (FL)

Presents a checklist designed to measure the reading attitudes of beginning readers. Discusses the methods used to develop the instrument. (FL)

Describes an alternative approach for initiating a reading program at the beginning of the school year that urges teachers to defer formalized instruction for two or three weeks and to use informed activities instead. (FL)

Describes the development of uninterrupted sustained silent reading (USSR) as an integral part of the elementary school curriculum, and describes the use of a student attitude survey to determine the strengths and weaknesses of the USSR program in a particular classroom. Includes a copy of the survey. (HTH)