Presents four teaching suggestions: a thinking twist on the multiple-choice question; building active readers through debate; two-column response to literature; and motivating a soldier to form a reading habit. (SR)

Describes the literary lives of four adolescents and explores the reasons why students stop reading as they get older. Discusses what teachers can learn from the opinions of their adolescent students. (PRA)

In contrast to the commonsense discourse of youth-as-unruly widely circulating in the West, the kind of discourse which has become part of the Singapore public and academic imagination is one that mobilizes constructions of youth as narrowly achievement-oriented, as "exam-smart muggers", who "lack an enquiring mind". This study…

Encouraging the love of reading is a vitally important priority that has positive consequences for students' literacy growth, both now and in the future. Children need daily, in-school opportunities to enjoy reading and become immersed in reading as a lifetime activity. Although a wide variety of considerations are useful for promoting the reading…

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…

The habit of reading books by authors one has read previously is a fairly widespread one. (JH)

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…

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…

Based on the feeling that affective dimensions of reading are important and deserve evaluation, a scale is suggested to assess attitudes toward reading. The scale consists of a series of statements and five possible responses to each, ranging from "strongly agree" to "strongly disagree." Each response is given a numerical value; and the higher the…

Argues that reading of just any kind is not enough to stave off the effects of television. Contends that the reading must involve quality books, rather than mass-marketed, instantly gratifying books geared to the lowest common denominator. (JK)

Relates the implementation of a literature program for students in grade six based on reader response theory. (HOD)

Presents findings of a survey of undergraduate reading preferences. Notes that only female science and nonscience majors read significant amounts of writing by women and that much of this reading is done outside of class. (MM)

A reexamination of the English curriculum utilizing current research into the reading interests and habits of children and adults. (MB)

Argues for the continued reading and critical examination of literature in English classes with audiovisual media serving an adjunct function. (RD)