Reports on a study that explored the thinking of children in three distinct age groups about written and oral communication. (FL)

A study was made of the relationships between the number and clarity of mental images reported by college readers and their reported interest, perceived reading ease, and comprehension scores. Imagery ratings were not significantly related to comprehension scores, but for concrete passages they were significantly related to attitude and reading…

Reports on the construction and validation of a reading attitude scale designed to measure attitudes toward academic, general, and vocational reading materials. (FL)

Analyzes two basals designed for use by remedial readers for their literature content and for their portrayal of reading attitudes. Concludes that both series make some attempt to portray attitudes toward reading and that both used informational selections more than other types of literature. (FL)

Examines the overall psychometric adequacy of the Kennedy-Halinski Reading Attitude Inventory and suggests revisions for it so that its subscales may provide reliable diagnostic information to teachers concerning high school students' reading attitudes. (FL)

Discusses research related to the relationship between interest in reading materials and reading achievement. (FL)

Describes activities designed to improve the critical reading skills of young readers. (FL)

Content analysis of two reading series intended for remedial students indicates that (1) neither provides a balance of types of literature; (2) both claim to be interested in the attitudes and interests of readers, but that's not evident in text selections; and (3) both portrayed the usefulness of reading most often as a reading-related theme. (FL)

Suggests that teachers may help students who are reluctant to read by ascertaining the interests of the students and using reading material and writing assignments which fit those interests. Includes some ideas for finding real interests of students. (TJ)

Suggests that the sex and socioeconomic status of first grade students have little influence on their reading attitudes. (FL)

Argues that affective dimensions are basic in the development of gifted learners' reading potential. Examines two crucial affective areas--interest and attitude--and suggests instructional applications that can stengthen reading programs for gifted learners. (FL)

Reveals (1) some sex differences in children's reading preferences, but indicates some overlap; (2) that minority and nonminority children differed to some extent in their preferences, but had more similarities than differences; and (3) that children's reading interests have changed little in two decades. (FL)

Concludes that when preservice teachers lack effective reading study habits and attitudes, reading educators can develop those skills as students master course content. (FL)

Concludes that an individualized instruction program using cognitive style provides sufficient additional developmental benefits to college students to merit further study. (FL)

Reviews studies that explore the nature of the relationships between reading and writing and that suggest the influence of writing on word recognition, reading comprehension, and reading motivation. Offers six recommendations for classroom instruction based on the available information about the reading/writing relationship. (GT)