Asserts that it is "better to leave kids' reading alone and hope for the best than to inflict adult reading tastes on young people." (Author/KS)

Describes a study conducted regarding the reading preferences of older adults. Noninstitutionalized older adults tend to read to gain knowledge; those who are institutionalized tend to read primarily to pass time. Suggestions, such as including large-print books, are listed to improve the reading habits of both groups. (CT)

Contends there is a disparity between the humorous books children choose to read and the humorous books adults choose for children to read. Finds this merits attention because research has consistently indicated that humor is children's strongest preference for reading material. Identifies and examines humorous books; finds different choices…

Finds that most discussions about beginning reading quickly become discussions on the best way to teach decoding skills. Advocates personalized reading instruction as an approach that offers the most promise of meeting the reading needs of children. Outlines six tenets for the teacher to follow for the most fruitful beginning reading instruction.…

Investigates whether seventh-grade students who were exposed to the Accelerated Reader during elementary school tend to do more reading of books than those who did not have such exposure. Describes Accelerated Reader, a program in which books are given a point value on the basis of length and reading level. Proposes that students do not become…

This short guide, intended for parents, offers 10 suggestions from "Becoming a Nation of Readers," the Report of the National Commission on Reading, along with specific ideas to help children become better readers: (1) help children acquire a wide range of knowledge; (2) talk with children about their experiences; (3) encourage children…

Fifty picture storybooks found on the 1979 Classroom Choices list (a compilation of children's favorite titles) were analyzed to find out what structural characteristics children preferred. A taxonomy developed by Gayle Palmer and Jadzia Nakonechny was used to categorize the books. The analysis reveals the following children's preferences: books…

Examines how newspaper readers differ in their likely adoption of videotex. Suggests that complementary use of the two media will be more likely than use of only newspapers or videotex. (PD)

This research project studied the perceived quality of the library and information science literature and asked questions regarding international librarianship. Additionally, it questioned what librarians read, how they choose their reading material, and how they use the literature for their decision making. The sample consisted of librarians from…

Reports on the findings of a pilot study investigating the reading choices and habits of adolescents between the ages of 12 and 15 years. Sets out to understand more fully what, when, where, why and how adolescents between the ages of 12 and 15 years are reading, and the implications of this information for teachers and classroom reading pedagogy.…

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)

Compares readability levels of the recreational reading books selected by fourth graders. Finds that the students chose books from their school libraries and read (or chose not to read) books on all their reading levels. Concludes that students read books related to their interests, regardless of the book's readability or the student's reading…

Argues that elementary school students need more experience with nonfiction reading materials. Describes how teachers can promote this by reading to children every day; systematically including nonfiction books, magazines, and other materials; encouraging children to include nonfiction reading during their daily silent reading time; and making…

Examines print access in a comprehensive way to include home, school, and community resources. Finds that consistent with previous research, convenient access to reading material, regardless of these eleventh-grade students' reading ability, was associated with more frequent reading. Discusses implications for providing students with easier access…