Surveys existing measures of affective responses to reading, commenting on the advantages and limitations of both reactive and nonreactive measures. Suggests that more than one measurement should be used to get accurate results. (TJ)

Reveals that community college reading students are as knowledgeable of efficient reading techniques as the sociology students are. (RB)

Explores whether innercity children in the intermediate grades expressed a greater preference for reading stories and books which depicted innercity settings or pleasant middle-class settings. (RB)

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…

Examines three aspects of reading considered to be important in the development of an individual's skills, citing content, interest, and social role in this literature review on factors affecting reading performance. (RB)

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)

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)

Contains a list of 217 references, mostly texts, and a topical guide of 15 major areas in reading education for use in a variety of ways by students, professors, and librarians. (VJ)

Discusses a study that sought to identify and describe the content interest patterns and print and television media preferences of middle-grade children and determine the relation of these patterns to sex, race, or socioeconomic status. (TO)

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 the reading interests of Mexican-American students differ little from those of other American students. (FL)

Reports the findings of a study that replicated work done in the early 1970s concerning the media preferences and reading interests of intermediate grade children. Shows that the reading interests of boys remained much the same, with those of girls changing. Both groups continued to prefer television over print media. (FL)