Relates anecdotes and vignettes that demonstrate the role of relationships in learning to read. Makes the point that learning to read, and learning to love reading, owe a great deal to the nature of the human relationships that occur around and through books. (SR)

Describes the encounters with children experienced by a writer of children's books when she makes school visits. Reflects on how authors' visits to schools positively affect children's interest in reading and writing. (SR)

Examines children's awareness of influence of stories by discussing part of data from a two-year study that investigated the question: How is the reading and writing of children aged 6-12 years affected by previous textual experiences? Reports responses of grade 6 students who were asked whether they think of stories they have read when writing…

Advocates sustained silent reading (SSR) in elementary classrooms to ensure a positive attitude towards reading. Defines important aspects of SSR and discusses its implementation and value. (SR)

Describes 10 "literacy day" activities that one California elementary school has used successfully schoolwide, typically one such day per month, to make reading fun and purposeful, while developing a sense of community. Includes: spread-a-quilt day; teacher exchange day; turn off the TV; Dr. Seuss day; community readers; schoolwide…

This article reports on case study research of seven- and eight-year-old children's discourse about reading. The case studies were selected to provide classrooms in contrasting neighbourhoods within a white "working class" town in the North of England. Mixed methods were employed, but primarily the case studies were ethnographic in…

The publication of the "Report Card on Basal Readers" has generated a wide range of reactions and this first document issued in the ARENA series focuses on two of these reactions. The two reactions articulated in this debate represent opposite responses to the "Report." The first section, by Constance Weaver, examines first the philosophy implicit…

Identifies and measures process variables in the home environments of 84 fifth-grade students that might directly relate to their leisure reading behavior. Finds a direct linkage between socioeconomic status, home characteristics, and learning environment and children's reading habits. (DR)

Presents a dialogue with a student, indicating her frustration with reading instruction that concentrates on practicing isolated skills rather than reading practice for pleasure. (HTH)

Presented are 35 activities guaranteed to nurture healthy attitudes toward reading. The author's original article, containing 30 related ideas, appeared in the November, 1977, issue of Instructor. (Editor/SJL)

Details a study that asked both elementary school students and teachers to state the most important reasons for reading. Reports that both students and teachers gave gaining knowledge as the most important reason for reading. (FL)

Discusses recent work on the nature of children's motivations for reading, in particular a reading-specific measure of motivation called the Motivations for Reading Questionnaire. (SR)

Describes how storytelling helps children develop competence in reading and writing skills by providing frameworks for understanding text. Suggests stories that can be used, and discusses possible extension activities. Notes that teachers should choose a variety of fictional, biographical, and informational tales so children are exposed to…

Describes the development and uses of an instrument for measuring how children feel about themselves as readers, that is, their sense of self-efficacy as readers. Appends the scale, directions for administration and scoring, a scoring sheet, and a description of validation measures. (SR)

Examines the impact of the traditional form of reading instruction on the reading attitudes and perceptions of the reading process of 467 elementary school children. Compares children taught traditionally and children who received no formal reading instruction. Finds that reading attitudes and perceptions of the reading process were affected by…