Examines the results of the Schools Council study in Britain on children's reading habits and interests, concluding that the results need to be acted on if the reading of British children is to be improved. (RB)

In order to learn whether teenagers are reading books and, if so, which books they choose, "The New York Times" conducted a fact-finding project. Questionnaires were mailed to the school librarians and English chairmen of 7000 secondary and intermediate schools. The wide variety of answers to observable trends necessitated the analysis of a random…

This study examined whether reading books alone, without adult-led discussions or other intervention, can change children's attitudes toward specific objects. A variation of the semantic differential test was administered to 22 fifth graders to determine their attitudes toward seven countries. England, France, and Holland were regarded as…

The investigation studied two procedures of data collection used to determine children's reading interests. These procedures were compared to see if children responded the same to annotated titles as to actual books. Following an interest inventory, 233 fifth grade children were divided into three groups and were asked whether they would select a…

In the first manuscript, preference and interest studies are examined for the purpose of determining the issues involved in guiding educational professionals in the selection of books for free reading in the classroom and the library. Studies which examined books that children actually read rather than studies investigating topics children might…

The assumption that book title choices can be used for identification of pupil interests is supported. (RB)

Examines five apparent axioms concerning the teaching of reading to ascertain if they are in reality axiomatic. (TO)

Reports a survey of the reading habits of a national sample of 5067 adults designed to determine what is being read--by whom, for how long, and for what reason--and how reading fits into people's daily activities. (TO)

Presents information on documents in the ERIC system concerning adolescent literature and the reading interests of high school students. (RB)

Article deals with Western European child and adult reading habits; suggestions are made regarding good reading habit formation. (SP)

Concludes that high interest reading materials should be included in the reading curriculum since they may allow students to attain higher comprehension levels. (FL)

Details a study that asked both elementary school students and teachers to state the most important reasons for reading. Reports that both students and teachers gave gaining knowledge as the most important reason for reading. (FL)

Reports that, when challenged with interesting reading materials, superior elementary school students demonstrated "reserves" of reading comprehension power--an affect not found in average readers. (FL)

Reports on an examination of intermediate level basal readers in eight series, concluding that they reflect reasonably well the interests of intermediate children. (DD)

Describes a study which found that children generate literature categories like those selected by adult experts. (DD)