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)

Describes how the educational experience of sixth grade remedial readers was revitalized and enriched through a project that grew out of reading "Sadako and the Thousand Paper Cranes." Suggests using "real" books (literature) to liberate remedial students from skill drills and reading games. (NH)

Reports that librarians in Nebraska find the Golden Sower Award program to be a positive force in influencing children's reading habits and awareness of literature. (FL)

Argues that teachers are the most important factor in the process of motivating children to read. Explains how teachers can model reading for their students. (FL)

Reflects upon rekindled enthusiasm by teachers for children's literature and upon the lean years when teachers stressed reading skills and disdained the use of literature in class. (EL)

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

Describes ways that both parents and teachers can instill a love of reading in children. (FL)

Teaching about reading and writing should be flip sides of the same coin. Writing reinforces and develops skills traditionally thought of as reading skills. (PP)

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)

Children's literature is surveyed, beginning with Victorian authors and concentrating on twentieth century children's books written in the United States. The argument is made that the "problem novel," now so popular in the United States, does not extend the reader's experience, and that it is driving out finer kinds of children's books. (PP)

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)

This feature tells how one teacher would arrange a sensible reading program that not only teaches children how to read but how to use reading as a skill. It also reports on how five schools encourage the reading habit. (Editor/SJL)

Good and poor readers from grades 1-6 were asked to define what they meant by reading. Older children and above average readers were more likely to view reading as a meaning identification process as opposed to a general activity or word identification process. (MKM)