Concludes that high interest reading materials should be included in the reading curriculum since they may allow students to attain higher comprehension levels. (FL)

Points out some recurring ideas about the use of children's literature in the elementary reading program based on a review of 25 years of "The Reading Teacher." (FL)

Describes "Bookmatch," a computer program that attempts to match children with just the right book. (FL)

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)

Reports that, when challenged with interesting reading materials, superior elementary school students demonstrated "reserves" of reading comprehension power--an affect not found in average readers. (FL)

Describes the books that 300 children selected as most appealing from 200 concept books, picture books, and books of poetry, folklore, fiction, and nonfiction. (DD)

Describes a study which found that children generate literature categories like those selected by adult experts. (DD)

Describes the Pittston (Pennsylvania) Area School District's Adopt-a-Book Program, in which each class formally "adopted" a favorite book to promote through a variety of displays and activities. (MM)

Reviews several surveys on the reading habits of secondary school students and summarizes the findings of a recent survey on the reading interests of third grade children. (RB)

This activities guide was produced for use in the Illinois Right to Read Week and includes ideas for numerous activities for schools and the community to encourage reading. It also suggests a series of reading incentive programs for a variety of age groups including adults. The many activities suggested as possibilities for schools include the…

St. Peter, Illinois, a small community with a population of 400, was selected for this sociological study to determine (1) the social structure of a small community, (2) the number of social levels discernible, (3) the reading habits and interests of the inhabitants, (4) the reading achievement of elementary school children, and (5) the…

In order to improve the reading attitudes and literary discrimination of children, we must know both their interests and the best books of the past and present. We must then see that the right book gets into the right child's hands when he has the opportunity to sit down and enjoy it. (Author/GC)

Lists an annual annotated bibliography of trade books compiled to aid teachers, librarians, and parents in identifying books children like. (MB)

Reports on a study which examined reading lists of Native and non-Native students in one Alaskan school to determine whether Native children prefer books about Alaskan people. Findings indicate that both groups choose high quality books, regardless of cultural content. (ARH)

Reviews the literature in the Educational Resources Information Center (ERIC) on developing personal reading interests and habits. (RB)