A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Describes a behavior modification program aimed at encouraging students to increase the frequency of leisure reading done at home. (EL)

A principal motivated students to read independently by challenging them to select their group prize if they could attain a school goal by reading 20 minutes daily at home. Gains in student morale and reading achievement are attributed to the plan. (MJL)

This book, one of a series, focuses on help with homework. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each book presents stories…

This book, one of a series, focuses on how stress affects children's learning. The message of the series urges parents and children to spend time together, talk about stories, and learn together. The first part of each book presents stories appropriate for varying grade levels, both younger children and those in grades three and four, and each…

Presents a study to determine whether a portion of curriculum time devoted to a quiet reading practice period could improve reading comprehension as effectively as time devoted to direct instruction during one month of daily reading practice. (TO)

Discusses children's responses to questions concerning their attitudes about reading, libraries, school influence on reading habits, and tells how adults can help children to read. (HTH)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)

Investigates the amount of classroom time devoted to actual text reading and writing or talking about what was read during the reading period in elementary classrooms. Finds that students spent only half as much time learning about reading and writing as actually reading and writing. (RS)

Argues that children's literature enhances the teaching of reading skills, assists in language development, provides a good model for developing writing skills, and develops permanent reading habits. (SR)

Examines some of the differences between monolingual and bilingual reading. Focuses on some factors that are likely to influence young bilingual readers' capacity to read in their second language. Offers suggestions for pedagogy. (RS)

Examines the reading activities of students who have made a commitment to be elementary school teachers. Investigates whether future teachers consider themselves to be active readers, and to what degree they articulate a defined commitment to the development of their personal literacy. Finds profound differences in the literary engagement of…

Discusses the concept of ownership of literacy and how ownership can be assessed. Suggests that teachers must give high priority to encouraging and assessing their students' ownership of literacy if they want them to be committed to literacy as a lifelong pursuit. (MG)

American students don't read because they associate reading with pain. Successful reading styles programs identify students' reading styles, use reading methods and materials matching reading style strengths, demonstrate high achievement expectations and respect for learning style differences, use reading materials reflecting student's interests,…