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

Offers reasons why popular literature, such as the work of Judy Blume, and the literary "classics" do not keep adolescents interested in literature and reading. Suggests several authors and books that are especially suited to the reading needs of young adults. (RL)

Contains a discussion on how television networks are working to motivate their audiences to read; a plea for equal emphasis on all reading skills in reading programs; a report on the readability of three reading journals; and a formula for assessing "anticipatory reading" ability. (JT)

Tells how one teacher planned and organized a book fair for seventh-grade students, using visiting authors as an added attraction. Provides a suggested time line for planning and producing a book fair/author day. (JT)

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

This article summarizes some of the recent research on boys and reading that has been primarily conducted in Australia but is also available online to international readers. The research makes it clear that many boys are still reading, but competing claims on their busy lives easily sidetrack them from making reading their main activity. Educators…

This research study sought to explore the relationship between spiritual reading and its effects on human growth. The emphasis of the study was how participants felt they had grown in their relationship with God through reading. Participants were clergypersons in the Tidewater, Virginia area. The 30 pastors interviewed for this study indicated…

This book draws attention to the issue of access to literature and highlights some of its complex aspects--physical, psychological, educational, and economic--to discover ways of increasing that access. Focusing on what the barriers between people and literature are and on how they may be removed, the book uses interviews to investigate the…

A study investigated the literary experiences and understanding of elementary school students by focusing on the literature children encounter in school and at home, literary instruction, and the differences between good and poor readers. Teachers and researchers traced the reading habits of eight second-grade students from two classrooms from…

Intended to help parents and teachers select books for young people that reflect the actual interests of adolescents, this booklet discusses titles that both appeal to teenagers and help adults gain insight into their needs, their concerns, and their values. Titles of chapters in the booklet are as follows: (1) "Are Young Adult Books…

Schools can influence beginning readers' concepts, interests, attitudes, and values--these are the raw materials from which reading habits develop. Guidelines for promoting children's interest in reading involve reading/language arts programs, provision of reading materials, classroom climate, and specific teacher behaviors. (CP)

Reports that junior high school students who spent an entire school year in a formal sustained silent reading program made dramatic increases in reading ability and interest. (AEA)

Notes certain disquieting trends that affect the publication and the reading of children's books; discusses a number of reasons why children read, including for information, to please adults, for instant gratification, for illumination of self, for escape, and for reassurance and deep satisfaction of a vicarious triumph. (GT)

Questions the use of classic literature in the lower secondary school grades and reports on a survey of reading experience and habits, both in and outside of school, among 380 students in grades 6-12. Suggests that young adult literature can do what schools have not--turn adolescents into avid readers. (TB)

Offers a plan for changing the perception among teenagers that reading for pleasure is an activity of their childhood past. Suggests an elective Reading Workshop that allows students to share favorite books and authors, to read aloud and listen to others read aloud, and to discuss their reading processes and decisions. (PRA)