Current educational writing and reporting suggests a need for making reading a more vital experience for the student. One of the ways being tried in the Rye Public Schools (New York) is an integrated, guided, out-of-class reading program that is keyed to the inquiry curriculum. Starting in the third grade, each inquiry unit has specially selected…

Being a reading mentor to students, colleagues, or friends is one key strategy in the development and promotion of a wide variety of reading interests. Readers serve as mentors by passive means, such as indicating how much they read, being able to name the last book recommended to them, displaying their books visibly, and maintaining their…

Preschool children experience literature early on through nursery rhymes, being read to, and tales told by parents and grandparents. This introduction to the literature of a child's culture, family, and times should be a most comfortable experience. On reaching school, however, the child will find that the demands of pedagogy become insistent over…

This document is an executive summary of a study examining the Inexpensive Book Distribution Program (IBDP), a federally funded and sponsored program operated by Reading is Fundamental (RIF). Sections of the report provide the following information: (1) methodology and procedures for conducting the study, (2) a brief description of RIF national…

This report provides details of a study of the Inexpensive Book Distribution Program (IBDP), a federally funded and sponsored program operated by Reading is Fundamental (RIF). The specific objectives of the described study were to determine the effectiveness of the IBDP in generating student reading motivation, and to describe the process by which…

Offers suggestions for remedial reading teachers that should lead to improved reading ability for their students. (MKM)

Based on information from the report, "Becoming a Nation of Readers," this article presents eight recommendations for parents to follow to provide encouragement to their children in reading. (MD)

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Reports the results of the National Assessment of Educational Progress (NAEP) in the areas of reading, writing, and literature. (JL)

The author summarizes a research review conducted at William Paterson College. Information is presented on the amount of time spent watching television, types of programs preferred by different age groups, and the impact of television on reading habits and achievement. No consistent relationship between TV viewing and achievement was found. (SJL)

Reports on the reading development of an avid reader from age 11 through age 14. (GT)

Reports on the reading habits of boys and girls, ages 10 through 14. Argues that boys need to be encouraged to understand how they have been socially constructed as readers and that they need to discuss the implications of the reading choices they make. Suggests that such discussions will help both sexes become more discerning and critical…

Describes the rationale and structure of a research project that focused on the role of reading in second-language acquisition. Special focus is placed on the initial stages of the project as well as characteristics of the backgrounds of the students involved. (seven references) (JL)

The result of an International Reading Association committee organized to identify successful community programs that stimulate an interest in reading, this paper identifies and describes 10 selected program areas that might be used as models for other communities. Following a brief description of the project and the submission criteria, the 10…

Reviews the research on the harmful effects of reading from a horizontal surface. Urges educators to teach children proper body-book position and, where possible, to supply book holders. (ARH)