This volume of a 1991 conference proceedings contains the conference's addresses and awards, a listing of the panels and workshops, and abstracts of those papers which were withdrawn from the proceedings to be published elsewhere. Among the papers in this document are: "Reading and Literacy: a Lifetime Work" (N. Bagnall); "The Image…

Designed to offer teachers suggestions to make independent reading an integral part of the school day, this pamphlet discusses the following topics: the importance of independent reading; motivating students to read; arranging time for independent reading; setting up the classroom library; and establishing schoolwide reading programs. Lists of…

Student interest in reading and literature may be increased in several ways. Before students can learn to appreciate literature, they must be interested in reading. Teachers can motivate students to read by identifying the reasons for reading, showing students what benefits various reading materials offer. Teachers can also encourage students to…

This paper argues that there must be opportunities for students to pursue recreational reading in a developmental reading program. Some of the considerations suggested for teachers of reading who want to encourage their students to read for recreation include relieving some of the pressures under which many students are forced to operate, knowing…

Shows that students' voluntary reading could be increased through programs heavy in literary activities, supported by well-designed classroom library corners. Also indicates that teachers' attitudes changed as a result of their participation in the study. (FL)

This study collected data via a three-page questionnaire administered to active readers 8 to 12 years old and half-hour taped interviews. Questionnaire findings (general information, interests, recent reading, information network), interview findings (book experience, reading taste, libraries, help in reading material selection, lists, reviews,…

This book looks at a broad sweep of books--from "little books" with patterned sentences to small illustrated chapter books. The book integrates discussions of nearly 200 different books, sorted along a gradient of difficulty, beginning with Reading Recovery levels and extending to a framework for evaluating more complex texts, the…

The Children's Book Council of Australia Awards contain several categories for the best books published for children in 2002. This PETA guide looks at all categories, with the exception of Older Readers. The purpose of the guide is to suggest ways of exploring each shortlisted book, focusing on its significant aspects. It points out that children…

Concludes that many third- and fifth-grade students in Oklahoma have not read many of the Newbery Award-winning books. (FL)

Describes how one school involved children and the community in a reading program designed to illustrate that reading is an enjoyable activity. (FL)

Teachers and parents who enjoy reading are the most potent force for developing reading enjoyment in children. Children should have easy access to attractive, well written books and be able to enjoy them without worrying about reading pace and comprehension questions. (JD)

Results of a study conducted to determine at what level sixth-grade children selected trade books indicated that most children selected fiction and very few children selected books at frustration level. (MKM)

Describes a school-home partnership for encouraging parents to read along with their children to promote reading as a part of children's everyday habits. Finds that using parents to model this behavior enhanced students' attitude toward reading. (MG)

Argues that one way to reduce academic stress on children is to assign leisure reading as homework. Describes teacher-parent and teacher-student procedures for oral reading at home, with confirmation by parents, and homework assignments which are cooperatively set by teachers and students. (RS)