Reports on a project to increase reading frequency in the home among working class disadvantaged White children. Concludes that in spite of many adverse factors decreasing the likelihood of increased reading frequency, the majority of families became and stayed involved with the project over its three-year span. (SRT)

States that shared reading is a valid instructional strategy and that if teachers use it with joy and confidence, children will respond in kind. (DF)

Concludes that reading interests of children were similar across achievement levels. Offers tips to help low-achievers choose recreational reading materials. (FL)

Describes a contest in which students competed for book prizes. (FL)

Students should have ample time to read for enjoyment and pleasure. As a major goal of their instruction, teachers should seek to cultivate a liking for reading in their students. Reading materials available for students--library books and children's magazines--need to cover a wide variety of genres and be on different reading levels. This is…

Concludes that the usefulness of reading interest assessment is not impaired by the change in students' reading interests across a 36-week interval. (FL)

Lists reading materials that can help students learn more about topics in which they are interested, learn to do new things, and entertain themselves. (FL)

This feature tells how one teacher would arrange a sensible reading program that not only teaches children how to read but how to use reading as a skill. It also reports on how five schools encourage the reading habit. (Editor/SJL)

Provides three teachers' perspectives on students' reading choices. Discusses reading choices of high school students. Outlines teacher strategies of discovering what books students enjoy and how to help them enjoy others. (PM)

Supports Krashen's theory on the benefits of free voluntary reading and the impact pleasure reading makes on results of the Teaching of English as a Foreign Language (TOEFL) test. The improved TOEFL scores indicate a measurable and viable result of reading for pleasure as well as an intangible attitudinal change on the part of the students. (10…

Presents the ideas of four elementary school classroom teachers with regard to reading instruction. Includes "An Invitation to Reading Fluency,""Reading Chapter Books for Fun,""Easing the K-1 Transition through Language Experiences," and "A Meeting of Minds: Teaching Using Biographies." (PRA)

Students in Mr. Shaw's classes used to be free to discover the joy of reading books of their own choosing. But that kind of spontaneity is vanishing under No Child Left Behind. This article describes the classroom library Mr. Shaw has built throughout the years and the joy it has brought to his students and their learning.

Stemming from the 1992 Integrated Reading Performance Record (IRPR), a study investigated the reading habits and practices and the classroom activities related to reading of a subgroup of students participating in the 1992 reading assessment conducted by the National Assessment of Educational Progress (NAEP). Subjects, 1,136 fourth graders, were…

The 298 books annotated in this issue are arranged under six headings: nursery schools, infant schools, junior schools, secondary schools, adult literacy work, and apparatus, games, and kits. The books for school-age children are further subdivided into reading and language development, fiction, and nonfiction. Each entry contains a subjective…

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…