This guidebook builds on a previous work, extending leveled books up through the elementary grades and covering all the different genres that are important to students. More than 6000 leveled titles for Grades 2-6 are featured in this guide, including both fiction and nonfiction--as well as popular series books and short story collections--and…

For most children, library books capture their interests and motivate reading more than basal texts do. Choosing library books is highly informal, whereas textbook reading involves more formal, structured plans of teaching. There are a plethora of choices to make in types of literature available to children. These include folk tales, fairy tales,…

Literature circles generally involve four or five students who are actively engaged in cooperative learning. Learners choose a library book to read based on interest. The same titled paperback might be discussed by participants in the literature circle. Alternative suggestions for literature circles include choosing a library book on a similar…

This book was written to help teachers, librarians, and anyone else working with young people find books of fiction in a particular genre that will interest their readers. The books reviewed represent the best and the most popular children's fiction published in the United States since 1990. Titles included will appeal to children who like fiction…

This position paper of the International Reading Association (IRA) calls for an immediate increase in funding for books in classroom, school, and town libraries. According to the paper, the condition of these libraries has weakened over the last decade--there are fewer books per child, and the condition of the books and the staffing of the…

Lists reading materials that can help students learn more about topics in which they are interested, learn to do new things, and entertain themselves. (FL)

Administered the Survey of Reading Attitudes to 68 intermediate-grade students to determine the reliability of the eight attitudinal dimensions which it measures. The test retest interval was seven days. Results showed the scores were relatively stable. Reading anxiety appeared to be a less stable dimension. (Author/JAC)

Describes a recreational reading program implemented at the Diagnostic Learning Center in Houston to increase home involvement and improve reading attitudes and habits of disabled readers. (MKM)

Fifth- and sixth-grade students were given reading passages of higher and lower interest and tested on their comprehension of these passages. Results revealed that higher interest materials significantly facilitated the reading comprehension of high ability students but had little effect on lower and middle ability students. (JD)

A stratified sample of library books in an English junior school were analyzed in comparison to students' reading ages and interests. Findings indicated that the readability level of most books was too high and that a negative correlation existed between children's professed interests and the subject matter of library nonfiction. (Author/SJL)

Reports findings of a study to determine whether significant differences existed in the word recognition and comprehension instructional levels of male and female fifth- and sixth-grade students in below average, average, and above average reading groups when presented with low and high interest content in informal reading inventories. (FL)

Describes the successful implementation in a Georgia elementary school of the Reading Millionaires Project, a reading incentive program to promote recreational reading and to create student interest in reading. (SR)

A study involving 18 children (ages 4-11) at a residential school for students with deafness found that children who participated in group storybook reading twice each week for 5 months performed more independently on an emergent reading task and were more interested in books than children in the control group. (Author/CR)

Argues that elementary school students need more experience with nonfiction reading materials. Describes how teachers can promote this by reading to children every day; systematically including nonfiction books, magazines, and other materials; encouraging children to include nonfiction reading during their daily silent reading time; and making…

Argues for the importance of "read-it-agains," books that have a special appeal to young people because of their sensitive and relevant use of language. Reviews specific books for those in the primary, intermediate, and middle school grades. (TB)