Describes a project which increased motivation for reading by involving students in real-world problems using the Concept-Oriented Reading Instruction approach. (SR)

Considers how children with special needs and their less challenged peers both deserve equity and equality of educational opportunities that promote the lifetime reading habit. Suggests that a strong commitment is needed from teachers and administrators, whose collective energy is aimed at determining children's attitude toward reading and helping…

Presents affective and cognitive factors impacting student reading attitudes for teachers and principals. Delineates specific elements affecting reading attitudes and consequent reading performance. Presents 10 specific suggestions to promote positive reading attitudes. (SG)

Describes how the district committee of the West Des Moines Schools (Iowa) changed its reading program. Explains how the role of a basal was redefined, how trade books were incorporated, how the program encouraged independent reading, and how writing was given a major role in reading class. (JK)

Representative studies demonstrating an association between television and children's behavior in the following areas are reviewed: (1) children's aggressive behavior; (2) racial and sex-role stereotypes; (3) decreased interest in reading and school activities; and (4) poorer health habits and attitudes. (Author/CL)

In an interview focused on his book "On Learning to Read: The Child's Fascination with Meaning," Bruno Bettelheim explains why he thinks reading primers are insulting and demeaning. He asserts that the absence of content in the primers teach children to dislike reading. (ML)

Photography projects that incorporate art, drama, and writing activities help students develop a deeper appreciation of the books they read. Using photos to make book cubes and to sequence stories allows students to share their responses without writing. (DF).

Sharing poems that celebrate books and reading throughout the school year can foster enjoyment of poetry as well as appreciation for reading. A variety of easy to read poems exist that vary from old and new, long and short, free-flowing verse and rhymed verse, and for young children as well as older children. Such poems can be read at odd moments…

Identifies several reasons why children do not enjoy reading, including rote learning, unjustified reduction in number of words contained in primers, patronizing of the reader, unnatural sentence structure, and teacher dominance. Describes a Swiss reading program as an example of a better alternative to American primers. (DC)

Describes the use of six children's poems by the poet Shel Silverstein to encourage children to read. (HTH)

Cites materials in the ERIC system dealing with the importance of using good literature for children's reading materials, as well as suggestions to help teachers bring children and good books together. (HTH)

Reprints an exemplary article published in this journal in 1955, which points out that phonics is only one part of a total reading program. Emphasizes the fact that meaning for the reader must be the essential part of all reading instruction. (SR)

Advises principals to fit reading into their busy schedules by rethinking their reading interests, carrying a book everywhere, keeping a book in different locations, learning to scan, underlining, finding a reading buddy, using file cards, trying audio books, exercising patience with interruptions, and sprinkling conversations with insights gained…

Provides a framework for developing family literacy programs. Explains the characteristics of effective family literacy activities. Shares a compilation of family literacy goals and activities recently developed by a group of Ohio teachers. (RS)

Reports on a survey of 135 future teachers who were asked about their memory of round robin reading when they were learning to read. Suggests 19 alternatives for oral reading techniques. (MG)