Examines the reading habits of middle school and high school students, presenting two case studies conducted by two new teachers. Shows that students read more than they are generally believed to read but their reading interests are not often tapped in school. (TB)

Examines reluctant readers, or aliterates, and identifies three distinct types: dormant, uncommitted, and unmotivated. Habits and attitudes of literate, aliterate, and illiterate students are presented, including enjoyment of reading, primary cognitive responses, and feelings about other readers. (LRW)

The reading habits of 49 elderly adults were surveyed, using the SERA inventory, to examine two hypotheses: there is no difference among elderly adults' perceptions of their reading habits as related to factors of reading skill, preference, physical functioning, attention span/concentration, and emotional well-being, and there are no significant…

THE MAJOR GOALS OF READING AND LITERATURE WERE CLARIFIED TO EMPHASIZE THE ROLE OF LITERATURE AS A VEHICLE FOR ENJOYMENT RATHER THAN FOR THE DEVELOPMENT OF READING-STUDY SKILLS. THE MAJOR GOAL OF READING INSTRUCTION IS THE DEVELOPMENT OF PROFICIENCY IN TASKS REQUIRING READING. THIS GOAL INCLUDES THE DEVELOPMENT OF BASIC VOCABULARY AND COMPREHENSION…

Suggests that social scientists use the reading of literature to enhance their instruction about contemporary situations. (AEA)

Relates experiences encountered by the author in going into schools to talk to children about children's books he has written. Discusses children's responses to literature, the need to attend carefully to what children say when they talk about their reading, and classroom activities that encourage an enjoyment of literature. (GT)

Examines the health of literature, both in the market place and in the schools. Contrasts the pervasive effects of uncensored popular literature with vigorous efforts to censor the classroom study of literature. (RL)

Discusses the benefits of reading aloud to children of all ages. Lists some of the distractions in the home that compete with reading aloud. Offers ideas for parents who want to "sell" reading's pleasures and importance to their children. Lists nine broad areas that can be stimulated by teachers and parents who read aloud to children. (PRA)

Relates the experiences of students who loved to read as children, but grew to dislike reading as they passed through junior high and high school. Suggests having students compile a personal anthology of works of their choice rather than assigning them specific readings which they do not select. (PRA)

Outlines a reading program based on the premises that adults need to model good reading habits for students, and that students will read what they like to read. (PRA)

Discusses the results of a survey of children's reading interests classified by age and by sex within age levels. (TO)

Proposes using Greek mythology as one way to provide aesthetic enjoyment of the common cultural heritage of man and create a love for literature within the student. (TO)

This report provides a summary of the Book Exposure Project, which took the form of an exploratory study conducted in an area of north Toronto. Free books were included with a questionnaire designed to gather information about the following topics: the recipients' social and economic characteristics, their television viewing and radio listening…

Argues that the secondary school reading program must be seen as part of the whole curriculum and not separate from it and must be based on the belief that all students are developing adult readers and that assisting that development is the responsibility of the teacher. (HOD)

Suggests that slowing down the pace of reading instruction may help to make students lifetime readers. (DD)